Chapter 4 Matrices
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jaidenshijo520Chapter 4 Matrices
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4
Matrices
Chapter questions
What is a matrix?
How is the order of a matrix defined?
How are the positions of the elements of a matrix specified?
What are the rules for adding and subtracting matrices?
How do we multiply a matrix by a scalar?
What is the method for multiplying a matrix by another matrix?
What are transition matrices and how do we apply them?
What are inverse matrices and how can they be used to solve
equations?
How can your CAS calculator be used to do matrix operations?
A matrix is a rectangular group of numbers, set out in rows and columns. A matrix
(plural matrices) can be used to store information, solve sets of simultaneous equations
or be used in various applications. We will explore some of these applications while
learning the basic theory of matrices.
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4A The basics of a matrix 219
4A The basics of a matrix
Learning intentions
To be able to state the order of a given matrix.
To be able to describe the location of an element in a matrix.
Matrices can be used to store and display information, for example, the sales of a market
stall that operates on Friday and Saturday are recorded in matrix A.
Shirts Jeans Belts
Friday 6 8 4 row 1
A=
Saturday 3 7 1 row 2
column 1 column 2 column 3
Rows Columns
Friday’s sales are listed in row 1. The number of shirts sold is listed in column 1.
Saturday’s sales are listed in row 2. The number of pairs of jeans sold is listed in column 2.
The number of belts sold is listed in column 3.
We can read the following information from the matrix:
on Friday, 8 pairs of jeans were sold
on Saturday, 1 belt was sold
the total number of items sold on Friday was 6 + 8 + 4 = 18
the total number of belts sold was 4 + 1 = 5.
Order of a matrix
The order (or size) of a matrix is written as: number of rows × number of columns.
The number of rows is always given first, then the number of columns. For example, the
order of matrix A in the market stall example above is 2 × 3; that is, 2 rows × 3 columns.
It is called a ‘two by three’ matrix.
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220 Chapter 4 Matrices
Elements of a matrix
The numbers within a matrix are called its elements.
Matrices are usually named using capital letters, such as A, B, C. The corresponding
lowercase letter with subscripts is used to denote an element of a matrix.
An element of a matrix
ai j is the element in row i, column j of matrix A.
For example, in the matrix:
6 8 4
A =
3 7 1
element a1 3 is in row 1, column 3, and its value is 4
element a2 2 is in row 2, column 2, and its value is 7.
Example 1 Interpreting the elements of a matrix
Matrix B shows the number of boys and girls in Years 10 to 12 at a particular school.
Boys Girls
Year 10 57 63
B = Year 11 48 54
Year 12 39 45
a Give the order of matrix B.
b What information is given by the element b1 2 ?
c Which element gives the number of girls in Year 12?
d How many boys are there in total?
e How many students are in Year 11?
Explanation Solution
a Count the rows, count the columns. The order of matrix B is 3 × 2.
b The element b1 2 is in row 1 and There are 63 girls in Year 10.
column 2. This is where the Year 10
row meets the Girls column.
c Year 12 is row 3. Girls are column 2. b3 2 gives the number of Year 12 girls.
d The sum of the Boys column gives the The total number of boys is 144.
total number of boys.
e The sum of the Year 11 row gives the There are 102 students in Year 11.
total number of students in Year 11.
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4A The basics of a matrix 221
Now try this 1 Interpreting the elements of a matrix (Example 1)
Matrix C shows the number of men and women working in three different departments
of an organisation.
Men Women
Finance 21 32
C = Legal 11 18
Sales 62 41
a Give the order of matrix C.
b What information is given by the element c2 1 ?
c Which element gives the number of men working in Sales?
d How many women work in the three departments in total?
Hint 1 Determine the number of rows and columns to find the order.
Hint 2 Remember that rows come before columns.
Hint 3 To find the totals, add up all the relevant numbers from a row or a column.
Row matrices
A row matrix has a single row of elements. Shirts Jeans Belts
In matrix A, the Friday sales from the market Friday 6 8 4
stall can be represented as a 1 × 3 row matrix.
Column matrices
A column matrix has a single column of elements.
In matrix A, the sales of jeans from the market Jeans
Friday 8
stall can be represented as a 2 × 1 column
Saturday 7
matrix.
Square matrices
In square matrices, the number of rows equals the number of columns.
Here are three examples.
0 4 3
5 4
[9] 4 1 6
1×1
6 2 3 6 7
2×2
3×3
A square matrix is symmetric if all elements in the matrix can be swapped, as follows:
ai j = a ji . The third square matrix above is an example of a symmetric matrix.
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222 Chapter 4 Matrices
How to enter a matrix using the TI-Nspire CAS
57 63
Enter the matrix B = 48 51 into the TI-Nspire CAS. Display the element b2 1 .
39 45
Steps
1 Press c>New Document>Add Calculator.
2 Press t and use the cursor ¤ ¢ arrows to
highlight the matrix template shown. Press ·.
Note: Math Templates can also be accessed by pressing
/ + b >Math Templates.
Note: You can also press b> 7> 1> 1
3 Press ¡ then £ or ¤ to select the Number of
rows required (the number of rows in this
example is 3).
Press e to move to the next entry and repeat for
the Number of columns (the number of columns
in this example is 2).
Press e to highlight OK and press ·.
4 Type the values into the matrix template. Use e
or the arrow keys to move to the required position
in the matrix to enter each value.
When the matrix has been completed, press e or
¢ to move outside the matrix, and press /+h
followed by B. This will store the matrix as the
variable b. Press ·.
5 When you type B (or b) in the CAS calculator,
57 63
it will paste in the matrix 48 51 .
39 45
6 To display element b2 1 (the element in position
Row 2, Column 1), type in b[2,1] and press ·.
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4A The basics of a matrix 223
How to enter a matrix using the ClassPad
57 63
Enter the matrix B = 48 51 into the ClassPad calculator.
39 45
Steps
1 Open the soft in the Main application .
2 Select the keyboard.
3 Tap the 2 × 2 matrix followed by the 2 × 1 matrix
icon. This will add a third row and create a 3 × 2 matrix.
57 63
4 Enter the values of 48 51.
39 45
Note: Tap in each new position to enter the new value or use the
cursor key on the hard keyboard to navigate to a new position.
5 To assign the matrix the variable name B:
a Move the cursor to the very right-hand side of the
matrix.
b From the keyboard, tap the variable assignment key ,
followed by the h, then (for uppercase letters) and
B. Press to confirm your choice.
Note: Until it is reassigned, B will represent the matrix as defined
above.
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224 Chapter 4 Matrices 4A
Section Summary
A matrix is a rectangular array of numbers, set out in rows and columns within
square brackets. The rows are horizontal; the columns are vertical.
The order (size) of a matrix is the number of rows × the number of columns.
The element ai j is the number in row i and column j of the matrix.
A row matrix has a single row of elements.
A column matrix has a single column of elements.
A square matrix has an equal number of rows and columns.
Exercise 4A
Building understanding
1 Consider the following matrix:
3 4 12 1
A =
0 7 9 10
a State the number of rows in matrix A.
b State the number of columns in matrix A.
c State the order of matrix A.
d State the number of elements in matrix A.
2 Students in Year 11 were surveyed about whether they played a musical instrument
or sport. The results were recorded in matrix S .
Music Sport
Girls 38 53
S = Boys 45
36
a How many girls play sport?
b How many boys play sport?
c How many students from Year 11 play a musical instrument?
Developing understanding
Example 1 3 Matrix C is shown on the right. 2 4 16 7
a Write down the order of matrix C. C = 6 8 9 3
b State the value of: 5 6 10 1
i c1 3 ii c2 4 iii c3 1
c Write down the sum of the elements in row 3.
d Write down the sum of the elements in
column 2.
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4A 4A The basics of a matrix 225
4 For each of the following matrices:
i state the order ii write down the values of the required elements.
5 6 8
a A = Find a1 2 and a2 2 b B = 6 8 2 Find b1 3 and b1 1
4 7 9
4 5 8
c C = 3 1 Find c3 2 and c1 2 d D = 6 Find d3 1 and d1 1
8 −4 9
8 11 2 6
10 12
e E = Find e2 1 and e1 2 f F = 4 1 5 7 Find f3 4 and f2 3
15 13
6 14 17 20
5 Name which of the matrices in Question 4 are:
a row matrices b column matrices c square matrices.
6 Which three of these matrices is symmetric?
1 1 1 1
0 1
1 0
1 0
A B C D E
0 0 1 1 1 0 0 1 1 0
7 For matrix D, state the values of the following elements. 3 4 6 11 2
a d2 3 b d4 5 5 1 9 10 4
c d1 1 d d2 4 D =
8 7 2 0 1
e d4 2
6 8 5 8 2
8 Consider the following matrices.
2 7 −1
0 5 3 4 4 −3 0 1 9
C = 8 −2
A =
B = D =
−3 4 8
−5 6 11 2 7 5
7 6 −6
a Write down the order of each matrix A, B, C and D.
b Identify the elements: a3 2 , b2 1 , c1 1 and d2 4 of matrices A, B, C and D respectively.
9 Some students were asked which of four sports they preferred to play, and the results
were entered in the following matrix.
Tennis Basketball Football Hockey
Year 10 19 18 31 14
S = Year 11 16 32 22 12
Year 12 21 25 5 7
a How many Year 11 students preferred basketball?
b Write down the order of matrix S.
c What information is given by s2 3 ?
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226 Chapter 4 Matrices 4A
10 Matrix F shows the number of hectares of land W C S
used for different purposes on two farms, X and Y. 150 300 75 X
F =
Row 1 represents Farm X and row 2 represents 200 0 350 Y
Farm Y. Columns 1, 2 and 3 show the amount of land
used for wheat, cattle and sheep (W, C, S ) respectively,
in hectares.
a How many hectares are used on:
i Farm X for sheep? ii Farm X for cattle?
iii Farm Y for wheat?
b Calculate the total number of hectares used on both farms for wheat.
c Write down the information that is given by:
i f2 2 ii f1 3 iii f1 1
d Which element of matrix F gives the number of hectares used:
i on Farm Y for sheep? ii on Farm X for cattle?
iii on Farm Y for wheat?
e State the order of matrix F.
Testing understanding
11 Given the information provided, construct a matrix, B, to show the number of pies
and sausage rolls sold by two bakeries last Saturday.
• Row 1 represents Bakery 1 and row 2 represents Bakery 2.
• Column 1 shows the number of pies, and column 2 shows the number of sausage
rolls.
• Bakery 2 sold 165 pies and 181 sausage rolls.
• Bakery 1 sold 30 more pies than Bakery 2.
• Bakery 1 sold 40 fewer sausage rolls than Bakery 2.
12 A group of Year 11 students were surveyed about their preferred activity on a school
trip. The results were entered into the following matrix, but unfortunately, some of
the data was missing.
Ski Mountain bike Hike Kayak
Boys 28 ... 29 . . .
S = Girls . . .
83 ... 31
Use the following information to complete the matrix.
• A total of 137 students wanted to go mountain bike riding.
• s23 is half of s11 .
• The total number of boys surveyed was 146.
• The number of girls who wanted to go skiing was 5 more than the number of
girls who wanted to go kayaking.
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4B Adding and subtracting matrices 227
4B Adding and subtracting matrices
Learning intentions
To be able to add and subtract matrices.
To be able to identify a zero matrix.
Matrices of the same order can be added or subtracted by following a simple rule.
Rules for adding and subtracting matrices
1 Matrices are added by adding the elements that are in the same positions.
2 Matrices are subtracted by subtracting the elements that are in the same positions.
3 Matrix addition and subtraction can only be done if the two matrices have the
same order.
Example 2 Addition and subtraction of matrices
Complete the following addition and subtraction of matrices.
7 3 4 2
2 4 9 8
a + b 2 8 − −1 9
5 1 9 −1
1 0 3 7
Explanation Solution
2 4 9 8
a 1 Write the addition. +
5 1 9 −1
2 + 9 4 + 8
2 Add the elements that are in the =
5 + 9 1 + (−1)
same positions.
11 12
3 Evaluate each element. =
14 0
7 3 4 2
b 1 Write the subtraction. 2 8 − −1 9
1 0 3 7
7 − 4 3 − 2 3 1
2 Subtract the elements that are in the = 2 − (−1) 8 − 9 = 3 −1
same positions, and evaluate each 1−3 0−7 −2 −7
element.
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228 Chapter 4 Matrices 4B
Now try this 2 Addition and subtraction of matrices (Example 2)
Complete the following addition and subtraction of matrices.
3 −2 6 11 5 7 10 −1 6 5
a + b −
8 4 12 1 −3 −5 4 7 −3 10
Hint 1 Write the addition or subtraction.
Hint 2 Add (or subtract) the elements that are in the same position.
Hint 3 Evaluate each element.
The zero matrix, 0
In a zero matrix, every element is zero. The zero matrix is sometimes called the null matrix.
The following are examples of zero matrices.
0 0 0 0 0 0
0 0 0
0 0 0 0 0 0
Just as in standard arithmetic, adding or subtracting a zero matrix does not make any change
to the original matrix. For example:
2 3 0 0 2 3 5 0 5
+ = − =
1 4 0 0 1 4 6 0 6
Subtracting any matrix from itself gives a zero matrix. For example:
9 4 8 − 9 4 8 = 0 0 0
Section Summary
Matrices of the same order can be added by adding elements in the same position.
Matrices of the same order can be subtracted by subtracting the elements in the
same position.
A zero matrix is any matrix where every element is zero.
Exercise 4B
Building understanding
1 Which of the following matrices can be added together?
9 −5 3 6 14 6 4 −2
A = B = C =
D =
−3 3 1 −3 8 8 1 9
5 6 9 6
5 13 −7
E = 12 2 F = G = −4 8 H = −8 3
8 −2 6
10 2
7 −2 2 1
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4B 4B Adding and subtracting matrices 229
2 True or false? 3 Calculate:
3 −1 8 5 11 6 −3 3 −3 3
+ = −
6 2 −7 4 −1 6 9 12 9 12
Developing understanding
Example 2 4 Complete the following addition and subtraction of matrices.
4 3 5 7 8 6 −1 2 3 5 0 0
a +
b
+
c
+
0 2 6 1 9 3 4 0 7 0 0 0
9 0 8 6 5 2 7 4 3 6
d − e −
f
−
8 0 2 9 1 3 5 1 2 −8
g 4 2 + 8 5 h 7 −5 − 7 −5 i 4 −3 + −4 3
5 Using the matrices given:
6 2 −3 5
3 −2 5 7 8
A = B = C = 1 0 D = 4 −2 E =
2 4
1 3
3
3 −8 1 7
find, where possible:
a A+B b B+A c A−B d B−A
e B+E f C+D g B+C h D−C
6 Two people conducted a telephone poll, surveying voters about their voting intentions.
The results for each person’s survey are given in matrix form.
Sample 1:
Liberal Labor Independent Greens
Men 19 21 7 3
Women 18 17 11 4
Sample 2:
Liberal Labor Independent Greens
Men 24 21 3 2
Women 19 20 6 5
Write a matrix showing the overall result of the survey.
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230 Chapter 4 Matrices 4B
7 Three sports stores do a stocktake at the start of each month. The results for
January and February are recorded in matrix form.
January:
Basketballs Netballs Cricket balls Footballs
Store 1 32 10 82 41
Store 2 29 17 75 44
Store 3 22 12 103 61
February:
Basketballs Netballs Cricket balls Footballs
Store 1 26 10 25 26
Store 2 12 12 21 31
Store 3 22 5 30 18
Write a matrix showing the overall change in the stock levels from January
to February.
8 The weights and heights of four people were recorded and then checked again
one year later.
2024 results:
Arlo Beni Cal Dane
Weight (kg) 32 44 59 56
Height (cm) 145 155 160 164
2025 results:
Arlo Beni Cal Dane
Weight (kg) 38 52 57 63
Height (cm) 150 163 167 170
a Write the matrix that gives the changes in each person’s weight and height
after one year.
b Who gained the most weight?
c Which person had the greatest height increase?
Testing understanding
9 Find the values of a, b, c and d in the following matrix addition.
3 11 a b 7 11
+ =
5 −1 c d 2 8
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4B 4C Scalar multiplication 231
10 Find the values of a, b, c and d in the following matrix subtraction.
8 4 a b 7 10
− =
−2 12 c d −9 0
11 The number of kicks, goals and handballs for three footballers was recorded for the
first three rounds of the AFL football season. Unfortunately, some numbers were
missing. Use the information below to complete the matrices.
Round 1: Round 2:
Kicks Goals Handballs Kicks Goals Handballs
Jack 10 4 2 Jack 7 ... 8
Nick . . . 0 26 Nick 13 2 12
Mykola 18 1 12 Mykola 9 ... . . .
Round 3: Totals:
Kicks Goals Handballs Kicks Goals Handballs
Jack . . . 3 . . . Jack 23 ... . . .
Nick 20 1 19 Nick . . . ... . . .
Mykola . . . 4 11 Mykola . . . 7 34
• Jack kicked a total of 9 goals.
• Mykola had 6 more kicks in Round 1 than Round 3.
• Nick had a total of 43 kicks.
• In the third round, Jack had twice as many handballs than the first two rounds
combined.
4C Scalar multiplication
Learning intentions
To be able to perform scalar multiplication.
To be able to apply scalar multiplication with addition and subtraction of matrices.
A scalar is just a number. Multiplying a matrix by a number is called scalar multiplication.
Multiplying a matrix by a scalar
Scalar multiplication is the process of multiplying a matrix by a number (a scalar).
In scalar multiplication, each element is multiplied by that scalar (number).
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232 Chapter 4 Matrices
Example 3 Scalar multiplication
5 1
If A = , find 3A.
−3 0
Explanation Solution
5 1 5 1 5 1
1 If A = , then 3A = 3
.
3A = 3
−3 0 −3 0 −3 0
3 × 5 3 × 1
2 Multiply each number in the matrix =
3 × −3 3×0
by 3.
15 3
3 Evaluate each element. =
−9 0
Now try this 3 Scalar multiplication (Example 3)
−7 2
If B = , find 5B.
6 −3
Hint 1 Write down the scalar multiplication.
Hint 2 Multiply each number in the matrix by the scalar.
Hint 3 Evaluate each element.
Scalar multiplication can also be used in conjunction with addition and subtraction
of matrices.
Example 4 Scalar multiplication and subtraction of matrices
1 1 0 1
If A = and B =
, find the matrix equal to 2A − 3B.
0 1 1 0
Explanation Solution
1 1 0 1
1 Write 2A − 3B in expanded matrix 2A − 3B = 2 × − 3 ×
0 1 1 0
form.
2 2 0 3
2 Multiply the elements in A by 2 and the = −
0 2 3 0
elements in B by 3.
2 − 0 2 − 3
3 Subtract the elements in corresponding =
0−3 2−0
positions and evaluate.
2 −1
=
−3 2
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4C Scalar multiplication 233
Now try this 4 Scalar multiplication and subtraction of matrices (Example 4)
1 0 1 2
If A =
and B = , find the matrix equal to 3A − 2B.
2 1 0 1
Hint 1 Write 3A − 2B in expanded matrix form.
Hint 2 Multiply the elements in A by 3 and the elements in B by 2.
Hint 3 Subtract the elements in corresponding positions.
Scalar multiplication has many practical applications. It is particularly useful in scaling
up the elements of a matrix, for example, adding the GST to the cost of the prices of all
items in a shop by multiplying a matrix of prices by 1.1 (adding GST of 10% is the same as
multiplying by 1.1).
Example 5 Application of scalar multiplication
A gymnasium has the enrolments in courses shown in this matrix.
Body building Aerobics Fitness
Men 70 20 80
Women 10 50 60
The manager wishes to double the enrolments in each course. Construct a matrix showing
the new enrolments for men and women in each course.
Explanation Solution
1 Each element in the matrix is
70 20 80
multiplied by 2. 2 ×
10 50 60
2 × 70 2 × 20 2 × 80
=
2 × 10 2 × 50 2 × 60
2 Evaluate each element. Body building Aerobics Fitness
= Men 140 40 160
Women 20 100 120
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234 Chapter 4 Matrices
Now try this 5 Application of scalar multiplication (Example 5)
A popular burger chain has the following prices for its products, as shown in this matrix.
Hamburger Chips Can of Softdrink
Sydney 13 4.50 3
Melbourne 12 5 2.50
The manager wishes to know how much to charge after 10% GST is added, which she
knows is the same as multiplying the matrix by 1.1. Show this in a matrix.
Hint 1 Write down the scalar multiplication.
Hint 2 Multiply each number in the matrix by the scalar.
Hint 3 Evaluate each element.
How to add, subtract and scalar multiply matrices using the
TI-Nspire CAS
2 −3 4 6
If A = and B =
, find:
5 7 1 −2
a A+B b A−B c 9A d 15A − 11B
Steps
1 Press c>New Document>Add Calculator.
2 Enter the matrices A and B into your calculator.
a To calculate A + B, type A + B and then press
· to evaluate.
6 3
A + B =
6 5
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4C Scalar multiplication 235
b To calculate A − B, type A − B and then press
· to evaluate.
c To calculate 9A, type 9A and then press ·
to evaluate.
−2 −9
A − B =
4 9
18 −27
9A =
45 63
d To calculate 15A − 11B, type 15A − 11B and
then press · to evaluate.
−14 −111
15A − 11B =
64 127
How to add, subtract and scalar multiply matrices using the
ClassPad
2 −3 4 6
If A = and B =
, find:
5 7 1 −2
a A+B b A−B c 9A d 15A − 11B
Steps
1 Enter the matrices A and B
into your calculator.
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236 Chapter 4 Matrices 4C
a To calculate A + B, type
6 3
A + B and then press A + B =
to evaluate. 6 5
b To calculate A − B, type −2 −9
A − B =
A − B and then press
4 9
to evaluate.
18 −27
c To calculate 9A, type 9A 9A =
45 63
and then press to
evaluate. −14 −111
15A − 11B =
d To calculate 15A − 11B, 64 127
type 15A − 11B and
then press to
evaluate.
Section Summary
Scalar multiplication is the multiplication of a matrix by a number (the scalar).
When multiplying by a scalar, each element of the matrix is multiplied by the scalar
(number).
Skill-
sheet Exercise 4C
Building understanding
1 Evaluate: 2 Complete the following:
3 × 2 3 × −1 −6 7 5 × −6 . . . × . . .
5 =
3×8 3×7 3 −2 5 × 3 ... × ...
3 Complete the following:
−2 5 4 −1 2 × −2 + 3 × . . . . . . × . . . + . . . × . . .
2
+ 3
=
1 0 0 3 2 × 1 + 3 × ... ... × ... + ... × ...
Developing understanding
Example 3 4 Calculate the values of the following.
7 −1 0 −2 16 −3 1.5 0
a 2
b 5
c −4 d 1.5
4 9 5 7 1.5 3.5 −2 5
−2 1 4 6 0
e 36 7 f 6 g h −1 3 6 −8
5 2 0 3 1
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4C 4C Scalar multiplication 237
Example 4 5 Given the matrices:
3 −4 7 6 −3 4 0 0
A = B = C = O =
2 5 1 −4 −2 −5 0 0
find:
a 3A b 2B + 4C c 5A − 2B d 2O e 3B + O
3 −1 −2 1
6 Enter the matrices A = and B = into your CAS calculator and
4 2 0 5
evaluate:
a 17A − 14B b 29B − 21A c 9A + 7B d 3(5A − 4B)
7 For the matrices:
1 0
A = 1 B = 1 C = 0 1 1 1 D= 0 0 1 1
0 1
find the matrix for:
a 3A + 4B b 5C − 2D c 2(3A + 4B) d 3(5C − 2D)
Example 5 8 A chemical plant uses four different chemicals: A, B, C and D, in particular amounts
to make 1 litre each of Product 1 and Product 2. The amount of each chemical
(in millilitres) to be used is given in the matrix below.
A B C D
Product 1 300 150 125 425
Product 2 250 170 260 320
The chemical plant needs to make 3 litres of each product for a customer.
a Perform scalar multiplication to find the total amount of each chemical required to
make 3 litres of each product.
b Determine the total amount of chemical B required to make 3 litres of each product.
9 The expenses arising from costs and wages for each section of three department stores:
A, B and C, are shown in the Costs matrix. The Sales matrix shows the money from the
sale of goods in each section of the three stores. Figures represent the nearest million
dollars.
Costs: Sales:
Clothing Furniture Electronics Clothing Furniture Electronics
A 12 10 15 A 18 12 24
B 11 8 17 B 16 9 26
C 15 14 7 C 19 13 12
a Write a matrix showing the profits in each section of each store.
b If 30% tax must be paid on profits, show the amount of tax that must be paid by
each section of each store. No tax needs to be paid for a section that has made a loss.
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238 Chapter 4 Matrices 4C
10 Zoe competed in the gymnastics rings and parallel bars events in a three-day
gymnastics tournament. A win was recorded as 1 and a loss as 0. The three column
matrices show the results for Saturday, Sunday and Monday.
Sat Sun Mon
Gymnastics rings 1 1 1
Parallel bars 0 1 1
a Create a 2 × 1 column matrix which records her total wins for each of the two
types of events.
b Zoe received $50 for each win. Create a 2 × 1 matrix which records her total
prize money for each of the two types of events.
Testing understanding
11 Consider the following matrices:
−3 15
6 3 15 −7 −18
A = B = C = 14 −1 D =
−2 14
8 0
2
−1 8
Determine if the following are defined, and if so, evaluate the answer.
a 5A − 2B b C − 2D c 2B − D
12 Find the values of the pronumerals in the following matrix equations.
a
5 a b 3 19 3
3 + 2 =
−2 6 −1 7 c d
b
−7 10 b −4 −47 2d
5
− 3
=
9 a d 6 c 2
4D Matrix multiplication
Learning intentions
To be able to determine if matrix multiplication is possible for two matrices.
To be able to determine the order of the resulting matrix formed under matrix
multiplication.
To be able to perform matrix multiplication by hand.
To be able to perform matrix multiplication using a CAS calculator.
Matrix multiplication is the multiplication of a matrix by another matrix.
The matrix multiplication of two matrices, A and B, can be written as A × B or just AB.
Matrix multiplication is not the simple multiplication of the numbers but instead requires
the use of an algorithm involving the sum of pairs of numbers that have been multiplied.
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4D Matrix multiplication 239
The method of matrix multiplication can be demonstrated by using a practical example.
The numbers of Books and Puzzles sold by Fatima and Gaia are recorded in matrix N.
The selling prices of the Books and Puzzles are shown in matrix P.
Books Puzzles $
Fatima 7 4 Books 20
N= P=
Gaia 5 6 Puzzles 30
We want to make a matrix, S, that shows the value of the sales made by each person.
$
Fatima sold: 7 Books at $20 + 4 Puzzles at $30. Fatima 7 × 20 + 4 × 30
S =
Gaia sold: 5 Books at $20 + 6 Puzzles at $30. Gaia 5 × 20 + 6 × 30
The steps used in this example follow the algorithm for the matrix multiplication of N × P.
As we move across the first row of matrix N, we N × P
move down the column of matrix P, adding the
7 4 20 7 × 20 + 4 × 30
products of the pairs of numbers as we go. =
5 6 30
Then we move across the second row of matrix
7 4 20 7 × 20 + 4 × 30
N and down the column of matrix P, adding the =
5 6 30 5 × 20 + 6 × 30
products of the pairs of numbers as we go.
140 + 120
=
100 + 180
$
260 Fatima
=
280 Gaia
Rules for matrix multiplication
Given the way the products are formed, the number of columns in the first matrix must equal
the number of rows in the second matrix. Otherwise, matrix multiplication is not defined.
Matrix multiplication
For matrix multiplication to be defined: order of 1st matrix order of 2nd matrix
m×n n×p
must be the same
For the earlier example of the books and order of 1st matrix order of 2nd matrix
puzzles sales: 2×2 2×1
the same
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240 Chapter 4 Matrices
Order of the product matrix
The order of the product matrix is given by: order of 1st matrix order of 2nd matrix
m n n p
order of answer
m p
For the earlier example of the books and order of 1st matrix order of 2nd matrix
puzzles sales: 2 2 2 1
order of answer
2 1
Example 6 Rules for matrix multiplication
5 2 8
8
For the following matrices: A = 4 6 B = C = 2 4 7 D = 6
9
1 3 5
decide whether the matrix multiplication in each question below is defined. If matrix
multiplication is defined, give the order of the answer matrix.
a AB b BA c CD
Explanation Solution
a AB
A B
1 Write the order of each matrix. 3×2 2×1
2 The inside numbers are the same. Matrix multiplication is defined for A × B.
3 The outside numbers give the order The order of the product, AB, is 3 × 1.
of A × B.
b BA
1 Write the order of each matrix. B A
2×1 3×2
2 The inside numbers are not the same. Multiplication is not defined for B × A.
c CD
1 Write the order of each matrix. C D
1×3 3×1
2 The inside numbers are the same. Multiplication is defined for C × D.
3 The outside numbers give the order The order of the product, CD, is 1 × 1.
of C × D.
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4D Matrix multiplication 241
Now try this 6 Rules for matrix multiplication (Example 6)
For the following matrices:
3 1 −7 −1 5
A =
and B =
−5 2 1 4 10
decide if matrix multiplication, AB, is defined, and if so, give the order of the answer
matrix.
Hint 1 Write the order of each matrix.
Hint 2 Are the inside numbers the same?
Hint 3 If so, write down the order of the answer matrix.
Some people think of the matrix multiplication of A × B using a run and dive description.
Matrix multiplication of A × B
The run and dive description of matrix multiplication is to add the products of the pairs
made as you:
run along the first row of A and dive down the first column of B,
repeat running along the first row of A and diving down the next column of B until
all columns of B have been used,
now start running along the next row of A and repeat diving down each column
of B, entering your results in a new row,
repeat this routine until all rows of A have been used.
This procedure can be very tedious and error prone, so we will only do simple cases
by hand. A CAS calculator will generally be used to do matrix multiplication.
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242 Chapter 4 Matrices
Example 7 Matrix multiplication
5 2 8
8
For the following matrices: A = 4 6 B = C = 2 4 7 D = 6
9
1 3 5
determine the following matrix multiplications by hand:
a AB b CD
Explanation Solution
a AB
1 Move across the first row of A and
5 2 5 × 8 + 2 × 9
down the column of B, adding the 8
4
6 =
products of the pairs. 9
1 3
2 Move across the second row of A
5 2 5 × 8 + 2 × 9
8
and down the column of B, adding
6 = 4 × 8 + 6 × 9
the products of the pairs. 4
9
1 3
3 Move across the third row of A and
5 2 5 × 8 + 2 × 9
down the column of B, adding the
8
4
6 = 4 × 8 + 6 × 9
products of the pairs.
9
1 3 1×8+3×9
40 + 18
4 Tidy up by doing some arithmetic. = 32 + 54
8 + 27
58
5 Write your answer. So A × B = 86
35
b CD
8
1 Move across the row of C and down 2 4 7 6 = 2 × 8 + 4 × 6 + 7 × 5
the column of D, adding the products
5
of the pairs.
2 Tidy up by doing some arithmetic. = [16 + 24 + 35]
3 Write your answer. So C × D = [75]
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4D Matrix multiplication 243
Now try this 7 Matrix multiplication (Example 7)
For the following matrices:
3 1 −7 −1 5
A =
and B =
−5 2 1 4 10
perform matrix multiplication to find: C = AB.
Hint 1 Move across the first row of A and down the first column of B, adding the
products of pairs to find the entry for c11 .
Hint 2 Move across the first row of A and down the second column of B, adding the
products of pairs to find the entry for c12 .
Hint 3 Continue to find the other entries in the same way.
Hint 4 Tidy up by doing some arithmetic.
Hint 5 State the final answer.
In the previous example, AB BA. Usually, when we reverse the order of the matrices
in matrix multiplication, we get a different answer. This differs from ordinary arithmetic,
where multiplication gives the same answer when the terms are reversed, for example,
3 × 4 = 4 × 3.
Matrix multiplication
Remember: In general, matrix multiplication is not commutative. That is: AB BA.
Matrix powers
Now that we can multiply matrices, we can also determine the power of a matrix. This is
an important tool that will be useful when we meet communication and dominance matrices
later in the next section and transition matrices later in the chapter.
Just as we define:
22 as 2 × 2,
23 as 2 × 2 × 2,
24 as 2 × 2 × 2 × 2 and so on,
we define the various powers of matrices as:
A2 as A × A,
A3 as A × A × A,
A4 as A × A × A × A and so on.
Only square matrices can be raised to a power.
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244 Chapter 4 Matrices
Example 8 Evaluating matrix expressions involving powers
3 1 −2 −3
If A =
and B = , determine:
4 −1 3 5
a A2 b AB2
Explanation Solution
1 Write down the matrices.
3 1 −2 −3
A = , B =
4 −1 3 5
2 Enter the matrices A and B into your
3 1 3 1
calculator. → a
4 −1 4 −1
−2 −3 −2 −3
→ b
3 5 3 5
3 Type in each of the expressions as
written, and press enter to evaluate. 13 2
a2
Write down your answer. 8 5
−6 −11
a · b2
−29 −52
13 2
2
a A =
8 5
−6 −11
b AB2 =
−29 −52
Note: For CAS calculators, you must use a multiplication sign between a and b2 in the last example,
otherwise it will be read as variable (ab)2 .
Now try this 8 Evaluating matrix expressions involving powers (Example 8)
For the following matrices:
3 1 −7 −1 5
A = and B =
−5 2 1 4 10
Calculate A2 B.
Hint 1 Enter each matrix in your calculator.
Hint 2 Remember to use the multiplication symbol between a2 and b on your calculator.
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4D Matrix multiplication 245
Identity matrix
A special type of square matrix is called the identity matrix.
Identity matrix
The identity matrix (which is known by the letter I) is a square matrix of any size with
1s along the leading diagonal and 0s in all the other positions. For example,
1 0 0 0
1 0 0
1 0 0 1 0 0
[1] 0 1 0
0 1 0 0 1 0
0 0 1
0 0 0 1
When the identity matrix, I, is multiplied by a matrix, for example, matrix A, the answer
is A. For matrix A, AI = A = IA, meaning that the identity matrix multiplied by another
matrix acts in the same way as the number 1 multiplied by another number. Thus, the
identity matrix is a multiplicative identity element.
Example 9 The identity matrix
5 2 1 0
Consider the following matrices. A =
and I = .
8 3 0 1
a Find AI. b Find IA.
Explanation Solution
a 1 Write the order of each matrix. The A I
2×2 2×2
inside numbers are the same, so
5 2 1 0
matrix multiplication is defined. A × I =
The outside numbers tell us that the 8 3 0 1
answer is a 2 × 2 matrix. 5 × 1 + 2 × 0 5 × 0 + 2 × 1
=
2 Do the matrix multiplication by 8×1+3×0 8×0+3×1
hand or using your calculator.
5 2
=
8 3
I A
b 1 Write the order of each matrix. The 2×2 2×2
inside numbers are the same, so 1 0 5 2
matrix multiplication is defined. I × A =
0 1 8 3
The outside numbers tell us that the
1 × 5 + 0 × 8 1 × 2 + 0 × 3
answer is a 2 × 2 matrix. =
2 Do the matrix multiplication by 0×5+1×8 0×2+1×3
hand or using your calculator. 5 2
=
8 3
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246 Chapter 4 Matrices
Now try this 9 The identity matrix (Example 9)
−3 9 1 0
A = and I =
.
2 −7 0 1
a Find AI. b Find IA.
Hint 1 Write the order of each matrix.
Hint 2 Perform the matrix multiplication by hand.
How to multiply two matrices using the TI-Nspire CAS
11 5
If C = and D = 6, find the matrix CD.
10 9 1
Steps
1 c>New Document>Add Calculator.
2 Enter the matrices C and D into your
calculator.
3 To calculate matrix CD, type in c × d. Press
· to evaluate.
Note: You must put a multiplication sign between
the c and d.
Check: Since C has dimension 2 × 2 and
71
D has dimension 2 × 1, matrix CD should be CD =
a 2 × 1 matrix. 69
4 Write your answer.
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4D 4D Matrix multiplication 247
How to multiply two matrices using the ClassPad
7 4 1 8
6 2 5
Find A × B: A =
B = −2 0 3 −5
4 8 1
9 2 0 −1
Steps
1 Enter the matrices A and B
into your calculator.
2 To calculate A × B, type
A × B or AB and then
press to evaluate.
3 Check: Since A has
dimensions 2 × 3 and
B has dimensions 3 × 4,
matrix AB should be a 2 × 4
matrix.
83 34 12 33
4 Write your answer. AB =
21 18 28 −9
Section Summary
Matrix multiplication is the process of multiplying a matrix by another matrix.
The entry for bi j is found by adding the products of the pairs from row i and column j.
For a 2 × 2 matrix:
a b e f ae + bg a f + bh
=
c d g h ce + dg c f + dh
For example,
3 2 4 7 3 × 4 + 2 × 0 3 × 7 + 2 × 6
=
−1 5 0 6 −1 × 4 + 5 × 0 −1 × 7 + 5 × 6
An identity matrix is a square matrix with 1s along the leading diagonal and 0s
in all other positions. The identity matrix behaves like the number 1 in arithmetic.
Any matrix multiplied by I remains unchanged. That is, for matrix A, AI = A = IA.
Skill-
sheet Exercise 4D
Building understanding
1 Complete the following:
2 −5 6 2 × · · · + (−5) × . . .
× =
3 1 7 3 × ··· + 1 × ...
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248 Chapter 4 Matrices 4D
2 Determine the order of each matrix, and decide if the two matrices can be multiplied.
−6 4
−3 −7 2
A = and B = 11 8
5 9 −4
−1 −3
3 Determine the order of the resulting matrix when matrix A and matrix B are multiplied
together to form AB.
−2 6 1
20 −6 2 1
8 −12 6
0
A = and B = 5 8 −1
0
5 6
7 −9 3 2
1 4 3
4 Write down the 3 × 3 identity matrix.
Developing understanding
1 3
6 2 5
Example 6 5 For the following matrices: A =
B = C = 0 8
3 1 4
2 −5
decide whether the matrix multiplication in each question below is defined.
If matrix multiplication is defined, give the order of the answer matrix.
a AB b BA c CB d BC
e AA f BB g AC h CA
6 Write the orders of each pair of matrices and decide if matrix multiplication is defined.
1
6 0
a 3 4 b 1 1 0 c 0 1 1 1
5
1 0
1
3 0 1
d 8 −2 −1 e 1 1 0 1 f 1 1 0 1 1
4
1
0
1
Example 7 7 Perform the following matrix multiplications by hand, using the rule for multiplying
matrices.
4 23 8 47 3 5 2 4
a
b
c
1 6 5 5 9 2 1 8 −2 −3
7 4
8 31 0 1 1
d e 1 0 f 3 2
5 2 0 1 1 9
6 1
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4D 4D Matrix multiplication 249
0 4 6
g 4 1 2 6 h 6 2 i 3 2 1 5
3
1 8
1 2 5 6
8 Consider the following matrices: A =
B =
3 4 7 8
a Find AB. b Find BA. c Does AB = BA?
9 Perform the following matrix multiplications using your CAS calculator.
3 −24 2 1 19 6 7
a b c 5 8
1 0 6 7 1 1 7 8 6
2 5
4 1 1 8
d 1 0 3 5 e 1 1 1 1 1 f 4 1
3
0 1 1 0 7
Example 8 10 Noting that A2 = A × A, A3 = A × A × A, etc., calculate:
Example 9 i A2 ii A3 iii A4
for each of the following matrices.
1 0 0 1 0 0
a A =
b A = c A =
0 1 1 0 0 0
Testing understanding
11 Consider the following list of matrices.
7
8 4 0
A = 3 B = C = −1 0 6 and D =
−5 −1 2
−2
Identify which matrices can be multiplied together, and determine the order of the
resulting matrix.
12 Perform the following matrix multiplication:
1 7 6 5 −1
3 0 3 0 2
13 Two matrices were multiplied together to give a third matrix, as shown below.
−6 3 a b −27 −30
=
−2 5 c d −37 −18
Find the values of a, b, c and d to identify the second matrix.
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250 Chapter 4 Matrices
4E Inverse matrices and solving simultaneous
equations using matrices
Learning intentions
To be able to find the inverse of a matrix.
To be able to solve simultaneous equations using matrices.
The inverse of a matrix
Written as A−1 , the inverse of matrix A is a matrix that multiplies A to make the identity
matrix, I.
A × A−1 = I = A−1 × A
Only square matrices have inverses, but not all square matrices have inverses.
Finding the inverse of a matrix is best done using your CAS calculator. If the inverse
does not exist, your CAS will give you an error message.
How to find the inverse of a matrix using a CAS calculator
8 4
Find the inverse of the matrix A = .
3 2
Steps
1 Enter matrix A into your calculator.
2 Type in A l−1 and evaluate.
8 4 8 4
→ a
3 Form the product AA−1 . It should give
3 2 3 2
1 0
you the identity matrix, I =
0.5 −1
0 1 a−1
−0.75 2
1 0
a · a−1
0 1
4 Write your answer. The inverse of A is
0.5 −1
−1
A =
−0.75 2
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4E Inverse matrices and solving simultaneous equations using matrices 251
How to find the inverse of a matrix using the ClassPad
8 4
Find the inverse of matrix A = .
3 2
Steps
1 To calculate the inverse matrix, A−1 :
Type in A l−1 or Type A −1.
Press to evaluate.
2 Write your answer.
1
−1
The inverse of A is: A−1 = 2 .
3
− 2
4
The determinant of a matrix
The determinant is used in finding the inverse of a matrix, and in fact, determining
if an inverse exists.
The determinant of a 2 × 2 matrix
a b
If A = , then the determinant of A is given by:
c d
a b
det(A) = = a × d − b × c
c d
Example 10 Finding the determinant of a 2 × 2 matrix
Find the determinant of each of the following matrices:
5 2 −3 7
A =
and B = .
3 6 2 −2
Explanation Solution
1 Write down the matrix and use the rule: det(A) = 5 × 6 − 2 × 3 = 24
det(A)=a × d − b × c.
det(B) = (−3) × (−2) − 7 × 2 = −8
2 Evaluate.
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252 Chapter 4 Matrices
Now try this 10 Finding the determinant of a 2 × 2 matrix (Example 10)
Find the determinant of the following matrix.
−3 −9
G =
2 −7
Hint 1 Use the rule: det(G) = a × d − b × c.
Hint 2 Be careful when multiplying negatives.
While we would typically use a calculator to find the inverse of a matrix, we can find the
inverse of a 2 × 2 matrix by hand, using the determinant.
The rule for finding the inverse of a 2 × 2 matrix
a b
If A = , then the inverse, A−1 , is given by:
c d
−1 1 d −b
A =
det(A) −c a
1
provided 0. That is, provided the determinant is not equal to 0.
a×d−b×c
5 2 1 6 −2
For example, if A = then the inverse, A−1 =
3 6 24 −3 5
The rule shows that the inverse of a matrix cannot be found if the determinant of the matrix
is equal to zero.
Solving simultaneous equations using matrices
Matrices can be used to solve simultaneous equations. If we have two equations in terms of
x and y, we can write them out in matrix form and then use a CAS calculator to solve them.
Example 11 Solving simultaneous equations
Express the following simultaneous equations as matrices.
8x + 2y = 46
5x − 3y = 19
Explanation Solution
1 Write each side of the equation as a
8x + 2y 46
matrix. =
5x − 3y 19
2 Write the left-hand side of the matrix
8 2 x 46
equation as the product of two =
5 −3 y 19
matrices.
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4E Inverse matrices and solving simultaneous equations using matrices 253
Now try this 11 Solving simultaneous equations (Example 11)
Express the following simultaneous equations as matrices.
6x − y = 15
−2x + 5y = −19
Hint 1 Write each side of the equation as a matrix.
Hint 2 Write the matrix on the left-side of the equation as a product of two matrices
How to solve simultaneous equations using a CAS calculator
Solve to find x and y:
5x + 2y = 21
7x + 3y = 29
Steps
1 The two simultaneous equations can be represented by the matrix 5x + 2y 21
equation shown. =
7x + 3y 29
2 The left-hand side of the matrix equation in step 1 can be written 5 2 x 21
=
as the product of two matrices.
7 3 y 29
3 Name the matrices as shown. Matrix X contains the solutions A×X =C
to the simultaneous equations.
4 Enter matrix A and matrix C.
5 2 5 2
→ a
7 3 7 3
21 21
→ c
29 29
5 We want to find the values of matrix X.
X = A−1 × C
Since: A×X =C
−1
A × A × X = A−1 × C
I × X = A−1 × C
X = A−1 × C
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254 Chapter 4 Matrices 4E
6 Enter the matrix product A−1 × C.
Note: Order is critical here: X = A−1C, not
5 2 5 2
CA .−1
→ a
7 3 7 3
21 21
→ c
29 29
5
a−1 .c
−2
x 5
7 Write matrix X. X = =
y −2
8 Write the solutions to the equations. So x = 5 and y = −2.
9 Substitute the values for x and y into
the equations to check if they are
correct.
Section Summary
The inverse matrix, A−1 , of matrix A is defined such that A × A−1 = I.
Simultaneous equations can be solved by writing the equations in matrix form,
A × X = C, and then solved to find X: X = A−1C. Use a CAS calculator for this step.
Skill-
sheet Exercise 4E
Building understanding
1 True or false: If A × B = I, then B is the inverse of matrix A.
2 Confirm that D is the inverse of C by using your CAS calculator to find CD for:
3 2 2 −1
C =
and D =
5 4 −2.5 1.5
3 Convert the following simultaneous equations into matrix form by completing
the following:
a
3x + 7y = 27 3 . . . x 27
=
5x + 6y = 28 . . . 6 y ...
b 2x + 8y = −2 . . . 8 x −2
=
3x + 20y = 5 ... ... y ...
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4E 4E Inverse matrices and solving simultaneous equations using matrices 255
Developing understanding
4 Use your CAS calculator to find the inverse of each matrix. Check by showing that
AA−1 = I for each matrix.
5 7 9 4 2 9 4 7
a
b
c
d
2 3 4 2 1 4 2 3
1 1 0 3 2 1 1 0 −5 0 1 2
e 0 1 1 f 0 1 4 g 0 3 8 h 0 2 0
1 0 1 2 0 2 1 2 0 2 0 1
5 Use your CAS calculator and the matrices shown below to find the following:
3 −1 −7 2 −4 9 0 8
A =
B =
C =
D =
4 5 3 1 6 8 4 −1
a (A + B)−1 b (3C − D)−1 c (CD)−1 d AB + D−1
Example 10 6 Calculate the determinant for each of the matrices in the previous question.
7 Use your CAS calculator and the matrices shown below to find the following:
−1 7 5 6
A =
B =
4 0 −3 2
a A−1 b B−1 c B−1 A−1 d (AB)−1
Example 11 8 Express the following simultaneous equations in matrix form.
a 5x + y = 13 b x + 2y = 10
3y + 2y = 12 4x + y = 5
c 7x − 2y = −31 d 6x + 5y = 38
−3x + 2x = −1 9x + 3y = 66
9 Use matrix methods on your CAS calculator to solve the following simultaneous
equations.
a 3x + 2y = 12 b 4x + 3y = 10
5x + y = 13 x + 2y = 5
c 4x − 3y = 10 d 8x + 3y = 50
3x + y = 1 5x + 2y = 32
e 6x + 7y = 68 f 6x − 5y = −27
4x + 5y = 46 7x + 4y = −2
Testing understanding
10 Evaluate A × (AA−1 ) × (A−1 A) × A−1 for
6 2
A =
5 −1
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256 Chapter 4 Matrices 4E
11 Express the following as two simultaneous equations.
3 −2 x 23
=
7 −5 y 55
12 Use matrix multiplication to find the inverse matrices below, by first finding the values
of a, b, c and d.
a b
−1 7 a b 1 0 a b 5 −6 1 0
= =
3 8 c d 0 1 c d 11 4 0 1
4F Using matrices to model road and
communication networks
Learning intentions
To be able to summarise relationships in a network in a matrix.
To be able to represent a social network in a communication matrix.
A network is a set of objects which are connected together. Examples of networks include
towns which may be connected by roads, or people who may be connected by knowing
one another. Networks can be illustrated by network diagrams where the objects are points
(vertices) and the connections are lines (edges).
Example 12 Using a matrix to represent connections
The network diagram on the right shows road connections between three towns,
A, B and C.
a Use a matrix to represent the road connections. Each element B
A
should describe the number of ways to travel directly from
one town to another.
b What information is given by the sum of the elements in
column B? C
Explanation Solution
a As there are three towns: A, B and C,
use a 3 × 3 matrix to show the direct connections.
There are 0 roads directly connecting any town A B C
to itself. So enter 0 in row A, column A, and so
0 A
on. 0 B
Note: If there were a road directly connecting town A to 0 C
itself, it would be a loop from A back to A, and 1 would
be added to that element in the matrix.
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4F Using matrices to model road and communication networks 257
There is one road directly connecting B to A (or A B C
A to B). So enter 1 in row B, column A, and in
0 1 A
row A, column B. 1 0 B
0 C
There are no direct roads between C and A.
So enter 0 in row C, column A, and row A, A B C
column C.
0 1 0 A
1
0 B
0
0 C
There are 2 roads between C and B. Enter 2 in A B C
row C, column B, and row B, column C. 0 1 0 A
1 0 2 B
0 2 0 C
b The second column, B, shows the number of The sum of the second column,
roads directly connected to town B. B, is the total number of roads
directly connected to town B.
1+0+2=3
Now try this 12 Using a matrix to represent connections (Example 12)
The network diagram on the right shows the road connections between four towns,
A, B, C and D.
a Use a matrix to represent the road connections. Each B
A
element should describe the number of ways to travel
directly from one town to another.
b What information is given by the sum of the elements in
column D?
C
D
Hint 1 Determine how many rows and columns should be in the matrix.
Hint 2 If there is no road between two towns, place a 0 in the corresponding entry.
If there is one road, place a 1.
Hint 3 Sum up the numbers in the second column. Think about what each entry
represents so that you can understand what the sum of the column represents.
A particular type of network is a social network where the objects are individuals, and the
connections between them indicate that they communicate with each other.
Diagrams can be used to show the communication links between people in a social network.
A line between two people in a diagram indicates that there is a direct communication link
between the people in the network. This is represented by a ‘1’ in the associated matrix.
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258 Chapter 4 Matrices
The absence of a line between two people in a network indicates that they cannot
communicate with each other directly. This is shown by a ‘0’ in the associated matrix.
When people communicate directly with each other, we say that there is a ‘one step’
communication link. When people can communicate indirectly with each other via
another person, we say that there is a ‘two-step’ communication link.
Consider the communication matrix, S, representing the network shown below.
A B
A B C D
0 1 1 0 A
1 0 0 1 B
S =
1 0 0 1 C
0 1 1 0 D
C D
The matrix S can be multiplied by itself, S 2 , to determine A B C D
the number of ways that pairs of people in a network can 2 0 0 2 A
communicate with each other via a third person. 0 2 2 0 B
S 2 =
0 2 2 0 C
2 0 0 2 D
For example, this tells us that A can communicate with D through two different people.
Looking at the network above, we can see that A can communicate with D through B (ABD)
or through C (ACD). We can also see that A can communicate with themselves through two
different people: B (ABA) or with C (ACA). It also tells us that A cannot communicate with
B through one other person.
The matrix S 3 would give the three-step communications between people, which is the
number of ways of communicating with someone via two people.
The matrix method of investigating communications can be applied to friendships, travel
between towns and other types of two-way connections.
Example 13 Using matrices to model the communication links in a social network
The diagram shows the communications within a Vicki Steven
group of friends. In this diagram:
a Use a matrix, N, to record the presence or absence
of direct communication links between the people
Kathy Paul
in the network. Use the first letter of each name
to label the columns and rows. Explain how the
matrix can be read, using the labels.
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4F Using matrices to model road and communication networks 259
b Why is the matrix symmetric?
c What information is given by the sum of column K?
d N 2 gives the number of two-step communications between people. Namely, how many
ways one person can communicate with someone via another person. Find the matrix
N 2 , the square of matrix N.
e Use the matrix N 2 to find the number of two-step ways Kathy can communicate with
Steven, and write the connections.
f In the N 2 matrix, there is a 3 where the S column meets the S row. This indicates that
there are three two-step communications which Steven can have with himself.
Explain how this can be given a sensible interpretation.
Solution
a V S K P
0 1 1 0 V
1 0 1 1 S
N =
1 1 0 1 K
0 1 1 0 P
Reading from column S and row K, a 1 indicates that Steven communicates with
Kathy. The number 0 is used where there is no communication, for example,
between Vicki and Paul.
b The symmetry occurs because the communication is two-way. For example, Vicki
communicates with Steven and Steven communicates with Vicki.
c The sum of a column gives the total number of people that a given person can
communicate with.
For example, Kathy can communicate with: 1 + 1 + 0 + 1 = 3 people.
d V S K P
2 1 1 2 V
1
3 2 1 S
N 2 =
1 2 3 1 K
2 1 1 2 P
e Reading down the K column to the S row, there are 2 two-step communications
between Kathy and Steven. These can be found in the arrows diagram.
Kathy → Vicki → Steven
Kathy → Paul → Steven
f There are three ways Steven can communicate with himself via another person.
Steven → Vicki → Steven
Steven → Kathy → Steven
Steven → Paul → Steven
For example, using the first case above, Steven might ring Vicki and ask her to ring
him back later to remind him of an appointment.
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260 Chapter 4 Matrices
Now try this 13 Using matrices to model the communication links in a social
network (Example 13)
The diagram shows the communications within a group of friends.
a Record the social links in a matrix, A, using the first letter of Kate Matt
each name to label the columns and rows. Explain how the
matrix should be read.
b Explain why there is a symmetry about the leading diagonals of Diane Will
the matrix.
c What information is given by the sum of a column or a row?
d Find the matrix A2 , the square of A.
e Using the matrix A2 , find how many ways that Matt can communicate with Kate,
and write the connections.
Hint 1 Determine how many rows and columns should be in the matrix.
Hint 2 If there is no communication between individuals, then place a zero.
If two individuals communicate directly, then place a 1.
Hint 3 To square a matrix, multiply the matrix by itself.
Section Summary
A matrix can model communication or connection between two or more towns
or people. Connection matrices are always square matrices.
Matrices and matrix techniques can be used to model and analyse the properties
of road, communication and other real-world networks.
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4F 4F Using matrices to model road and communication networks 261
Exercise 4F
Building understanding
Consider the following network of roads between five towns.
A B
1 List the towns that are directly connected to B.
2 Which two towns are directly connected to each other by two roads?
3 Complete the matrix to represent this network:
A B C D E
A 0 1 2 0 0
B . . . 0 0 . . . 1
C . . . 0 0 . . . . . .
D 0 . . . . . . . . . . . .
E 0 . . . . . . 0 0
Developing understanding
Example 12 4 The road networks below show roads connecting towns.
a In each case, use a matrix to record the number of ways of travelling directly from
one town to another.
i A ii A iii A
C
B
B C B
iv A v A B vi A
B
C B
C
C
b What does the sum of the second column of each matrix represent?
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262 Chapter 4 Matrices 4F
5 The matrices shown below record the number of ways of going directly from one town
to another.
a In each case, represent each matrix with a road network between towns A, B and C.
i A B C ii A B C
0 1 1 A 0 1 1 A
1
0 0 B 1
0 1 B
1
0 0 C 1 1 0 C
iii A B C iv A B C
0 1 2 A 0 2 2 A
1 2
0 0 B 0 0 B
2 2
0 0 C 0 0 C
b State the information that is given by the sum of the first column in the matrices
of part a.
6 The network diagram opposite has lines showing which people from the four people,
A, B, C and D, have met.
a Represent the network using a matrix. Use 0 when two B
A
people have not met and 1 when they have met.
b How can the matrix be used to tell who has met the
most people?
c Who has met the most number of people?
d Who has met the fewest number of people? C
D
Example 13 7 Consider the following communication matrix where A B C D
the letters represent the names of people, a ‘1’ indicates that 0 1 1 1 A
1
there is direct communication between the people represented 0 1 0 B
1
in the respective row and column, and a ‘0’ indicates that there 1 0 1 C
is no direct communication. Given that communication is a 0 0 1 0 D
two-way process, find the error in the communication matrix.
8 Write the matrix for each communication diagram. Use the number 1 when direct
communication between two people exists and 0 for no direct communication.
a A B b D E c J K
C
G F M L
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4F 4F Using matrices to model road and communication networks 263
9 Road connections between towns are recorded in the matrices below. The letters
represent towns. The number 1 indicates that there is a road directly connecting the
two towns. The number 0 indicates that there is no road directly connecting the two
towns.
Draw a diagram corresponding to each matrix showing the roads connecting the towns.
a A B C b P Q R S c T U V W
0
0 0 1 A 1 0 1 P 0 0 1 1 T
1
0
0 1 B 0 1 0 Q 0 0 1 0 U
1 1 0 C 0 1 0 1 R 1 1 0 1 V
1 0 1 0 S 1 0 1 0 W
10 Communication connections between Chris, Eli, Kate and Remy Eli
Remy are shown in the diagram.
a Write a matrix, Q, to represent the connections. Label
the columns and rows in alphabetical order using the first Kate Chris
letter of each name. Enter 1 to indicate that two people
communicate directly or 0 if they do not.
b What information is given by the sum of column R?
c i Find Q2 .
ii Using the matrix Q2 , find the total number of ways that Eli can communicate
with a person via another person.
iii Write the chain of connections for each way that Eli can communicate to a
person via another person.
11 Roads connecting the towns Easton, Fields, Hillsville and E F
Gorges are shown in the diagram. The first letter of each town H
is used.
G
a Use a matrix, R, to represent the road connections. Label the columns and rows
in alphabetical order using the first letter of each town’s name. Write 1 when two
towns are directly connected by a road and write 0 if they are not connected.
b What does the sum of column F reveal about the town Fields?
c i Find R2 .
ii How many ways are there to travel from Fields to a town via another town?
Include ways of starting and ending at Fields.
iii List the possible ways of part ii.
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264 Chapter 4 Matrices 4F
Testing understanding
12 Communication between five people is shown below:
Annabelle Beth
Dora Evangeline
Christy
a Construct a matrix, F, to represent the connections between the five people.
Label each row and column with the first letter of their name. Enter 1 if the two
individuals directly communicate and 0 if they do not.
b What is the minimum number of steps required to ensure that all individuals can
communicate with everyone? Hint: Calculate F 2 , F 3 etc.
c List all the possible paths of communication between Evangeline and Dora in 3-step
communication.
13 The Hampden football league is made up of ten teams: North Warrnambool (N), South
Warrnambool (S ), Warrnambool (W), Hamilton (H), Camperdown (Ca), Cobden (Co),
Portland (Pl), Port Fairy (PF), Terang (T ) and Koroit (K).
The first three rounds were as follows:
1 N vs. S , W vs. H, Ca vs. Co, Pl vs. PF, T vs. K
2 N vs. W, S vs. Ca, Co vs. Pl, PF vs. T , K vs. H
3 N vs H, S vs. Co, W vs. Pl, PF vs. K, T vs. Ca
Given this information:
a Construct a matrix, labelling each row and column with each team. Place a 1 in the
matrix if the two teams play each other in the first three rounds and a 0 if they do
not play each other.
b State the sum of each row and each column.
c What would the sum of row 6 be after 8 rounds of football?
d What should the matrix look like at the end of round 9?
e What happens to the matrix in round 10?
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4G Introduction to transition matrices 265
4G Introduction to transition matrices
Learning intentions
To be able to set up a transition matrix.
To be able to interpret a transition matrix.
Suppose that in a certain town you have two choices of activity each Saturday night: going
to the movies (M) or staying at home (H). Suppose further that it has been established that:
20% of people who go to the movies this Saturday will go again next Saturday
(and hence, 80% of people who go to the movies this Saturday will stay home next
Saturday).
40% of people who stay home this Saturday will go to the movies next Saturday
(and hence, 60% of people who stay home this Saturday will stay home again next
Saturday.)
The diagram below describes this information.
80%
20% M S 60%
40%
The information can also be summarised in a matrix as shown below. Note that the
percentages have been written as decimals.
this Saturday
M S
0.2 0.4 M
next Saturday
0.8 0.6 S
This matrix is an example of a transition matrix.
Properties of a transition matrix
A transition matrix is always a square matrix.
An important feature of a transition matrix is that each column total of the proportions
(or percentages) must equal 1 (100%).
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266 Chapter 4 Matrices
Setting up a transition matrix
Example 14 Setting up a transition matrix
An amusement park has two rides for pre-school children. These are the Ferris wheel (F)
and the Merry-go-round (M). After each ride, children can choose which ride they want
to go on next. The park observes the following:
70% of children on the Ferris wheel will go on the Ferris wheel again.
40% of children on the Merry-go-round will go on the Merry-go-round again.
a Find the percentage of children on the Ferris wheel who will go on the Merry-go-
round next time.
b Find the percentage of children on the Merry-go-round who will go on the Ferris
wheel next time.
c Construct a transition matrix that describes the transition from one step to the next
for this situation.
Explanation Solution
a Children on the Ferris wheel either go on the Ferris wheel 30% of children will go
again or the Merry-go-round. Thus, the percentages must on the Merry-go-round
add up to 100%. next time.
b Children on the Merry-go-round either go on the Merry- 60% of children will go
go-round again or the Ferris wheel. Thus, the percentages on the Ferris wheel next
must add up to 100%. time.
c Set up the transition matrix with F and M representing the
Ferris wheel and Merry-go-round. this ride
The first column represents the percentages (written as F M
decimals) for children currently on the Ferris wheel, so 0.7 0.6 F
0.3 0.4 M next ride
place 0.7 and 0.3 in these positions.
The second column represents the percentages for
children currently on the Merry-go-round, so place 0.6
and 0.4 in these positions.
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4G Introduction to transition matrices 267
Now try this 14 Setting up a transition matrix (Example 14)
An observant sales assistant has noted whether customers buy hot food (H) or cold food
(C) in the store for lunch. They notice that:
80% of customers who buy hot food for lunch will buy hot food again the next day.
60% of customers who buy cold food for lunch will buy cold food again the next day.
Construct a transition matrix that describes the percentages of customers choosing hot
or cold food for lunch from one day to the next.
Hint 1 Calculate the percentage of people buying cold food tomorrow who purchased
hot food today.
Hint 2 Calculate the percentage of people buying hot food tomorrow who purchased
cold food today.
Hint 3 Set up a transition matrix with labels H and C for the rows and columns.
Fill in the percentages - remember that 80% should be written as 0.8.
Applying a transition matrix
Considering our earlier example of going to the movies or staying home, we saw that the
transition matrix, T , and its transition diagram could be used to describe the weekly pattern
of behaviour.
this week
M S
80%
0.2 0.4 M
T = next week
0.8 0.6 S 20% M S 60%
40%
Using this information alone, a number of predictions can be made.
For example, if 200 people go to the movies this week, the transition matrix predicts that:
20% or 40 of these people will go to the movies next week (0.2 × 200 = 40)
80% or 160 of these people will stay at home next week (0.8 × 200 = 160)
Further, if 150 people stayed at home this week, the transition matrix predicts that:
40% or 60 of these people will go to the movies next week (0.4 × 150 = 60)
60% or 90 of these people will stay at home next week (0.6 × 150 = 90)
Thus, we can predict that if 200 people went to the movies this week, and 150 stayed home,
then the number of people going to the movies next week is 0.2 × 200 + 0.4 × 150 = 100,
and the number of people who stay home next week is 0.8 × 200 + 0.6 × 150 = 250.
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268 Chapter 4 Matrices
Example 15 Interpreting a transition matrix
The following transition matrix, T , and its transition diagram can be used to describe
the movement of children between a Ferris wheel and a Merry-go-round.
this ride
F M 20%
0.8 0.3 F
T = next ride 80% F M 70%
0.2 0.7 M
30%
a What percentage of children on the Ferris wheel are predicted to go on the:
i Ferris wheel next time? ii Merry-go-round next time?
b 140 children went on the Ferris wheel. How many of these children do you expect
to go on the:
i Ferris wheel next time? ii Merry-go-round next time?
c If 140 children went on the Ferris wheel and 80 children went on the Merry-go-round,
how many children do you predict will go on the Ferris wheel next time?
Explanation Solution
a You should read from the first column
of the transition matrix.
i Consider the first row. 80%
ii Consider the second row. 20%
b You should read from the first column
of the transition matrix.
i Since 80% of children on the Ferris 0.8 × 140 = 112
wheel are expected to go on the We expect 112 children from the Ferris
Ferris wheel next time, then we wheel to go on the Ferris wheel next time.
multiply 0.8 by the number of
children on the Ferris wheel.
ii Since 20% of children on the Ferris 0.2 × 140 = 28
wheel are expected to go on the We expect 28 children from the Ferris
Merry-go-round next time, then wheel to go on the Merry-go-round next
we multiply 0.2 by the number of time.
children on the Ferris wheel.
c Since 30% of children on the Merry- 0.3 × 80 = 24
go-round are expected to go on the 112 + 24 = 136
Ferris wheel next time, we multiply We predict that 136 students will go on the
0.3 by the number of children on the Ferris wheel next time.
Merry-go-round. This is added to our
answer from above.
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4G 4G Introduction to transition matrices 269
Now try this 15 Interpreting a transition matrix (Example 15)
The following transition matrix, T , and its transition diagram can be used to describe
customers choosing between a hot and a cold meal, given their previous choice.
today
H C 10%
0.9 0.4 H
T = tomorrow 90% H C 60%
0.1 0.6 C
40%
a Of the customers who purchased hot food today, what percentage of people do you
expect to buy hot meals and cold meals tomorrow?
b If the store sold 400 hot meals on one day, how many of those who purchased hot
meals do you expect to purchase hot meals the next day?
c If the store sold 400 hot meals and 500 cold meals on one day, how many hot meals
in total do you expect them to sell the next day?
Section Summary
A transition matrix is always a square matrix.
An important feature of a transition matrix is that each column total of the proportions
(or percentages) must equal 1 (100%).
Exercise 4G
Building understanding
1 Consider the following matrix.
this time
A B
0.8 0.3 A
T = next time
B
Fill in the blanks so that the matrix is a transition matrix.
2 An amusement park has two rides: a Ferris wheel and a Merry-go-round. Experience
has shown that:
60% of children on the Ferris wheel go on the Ferris wheel again.
50% of children on the Merry-go-round go on the Merry-go-round again.
a What percentage of children on the Ferris wheel go on the Merry-go-round next
time?
b What percentage of children on the Merry-go-round go on the Ferris wheel next
time?
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270 Chapter 4 Matrices 4G
3 Consider the following transition matrix.
this time
A B
0.9 0.3 A
T = next time
0.1 0.7 B
Using the transition matrix above, if the initial population at two different locations,
A and B, is 50 people each:
a How many people at location A are predicted to stay at location A next period?
b How many people at location B are predicted to move to location A next period?
c How many people are predicted to be at location A at the start of the next period?
Developing understanding
Example 14 4 The local football club kiosk sells pies and dim sims. They observe that:
60% of customers who buy a pie, choose to buy a pie next week.
80% of customers who buy dim sims, choose to buy dim sims next week.
Find the percentage of customers who:
a bought a pie this week who are predicted to buy dim sims next week.
b bought dim sims this week who are predicted to buy a pie next week.
c Construct a transition matrix that describes the transition between the two foods.
5 A new resident to an area is trying to work out
the weather patterns. They observe:
it rains 70% of the time tomorrow if it
rains today.
it rains 60% of the time tomorrow if it
does not rain today.
a Find the percentage of the time that it will:
i not rain tomorrow if it rained today.
ii not rain tomorrow if it did not rain today.
b Construct a transition matrix that describes
the transition between raining and not
raining.
6 The following diagram describes the transition between two states, A and B.
15%
85% A B 55%
45%
Construct a transition matrix that can be used to represent the diagram.
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4G 4G Introduction to transition matrices 271
Example 15 7 The following matrix, T , is used to describe the daily pattern of morning coffee orders
at a cafe, where L represents a latte and F represents a flat white. On Monday, the cafe
sells 160 lattes and 100 flat whites.
Monday
L F
0.75 0.4 L
T = Tuesday
0.25 0.6 F
a What percentage of customers who buy a latte on Monday are predicted to buy a:
i latte on Tuesday?
ii flat white on Tuesday?
b If the cafe sells 160 lattes on Monday, how many of the people who buy a latte
on Monday are predicted to buy a latte on Tuesday?
c If the cafe sells 160 lattes on Monday, how many of the people who buy a latte
on Monday are predicted to buy a flat white on Tuesday?
d If the cafe sells 160 lattes and 100 flat whites on Monday, in total, how many people
are predicted to buy a latte on Tuesday?
e If the cafe sells 160 lattes and 100 flat whites on Monday, in total, how many people
are predicted to buy a flat white on Tuesday?
8 The following matrix, Q, is used to describe whether students arrive on time to
school each morning, where T represents being on time and L represents being late.
On Monday, 170 students were on time and 30 students were late.
today
T L
0.9 0.7 T
Q = tomorrow
0.1 0.3 L
a How many students who were on time on Monday are predicted to be on time
on Tuesday?
b How many students who were late on Monday are predicted to be on time on
Tuesday?
c In total, how many students do you expect to be on time on Tuesday?
d In total, how many students do you expect to be late on Tuesday?
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272 Chapter 4 Matrices 4G
Testing understanding
9 The following diagram describes the transition between three states:
X, Y and Z. Complete the following transition matrix to represent this diagram.
60%
Y this time
40% X Y Z
10%
30%
20
0.4 0.5 X
%
20%
40% X Z 30% 0.6 Y next time
Z
0.2
50%
4H Using recursion to answer questions that
require multiple applications of a transition
matrix
Learning intentions
To be able to use recursion to generate a sequence of state matrices.
To be able to determine what happens to the sequence of state matrices in the
long term.
Consider the earlier example of going to the movies or staying home. We can now ask
questions about the number of people we expect to be at the movies after 1 week, 2 weeks
and so on.
This type of problem is similar to those considered in financial modelling. For example,
if $3000 is invested at 5% per annum, how much will we have after 1 year, 2 years,
3 years etc?
In the same way that financial problems were solved using a recurrence relation to model
the change in growth of value in an investment or loan over time, a recurrence relation can
be formed using matrices which can model the change in the number of people choosing
to go to the movies from week to week.
The starting point for this example is a matrix that tells us how many people initially go
to the movies and how many stay at home. This is called the initial state matrix and is
denoted S 0 .
200
S 0 =
150
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4H Using recursion to answer questions that require a transition matrix 273
To find the number of people who go to the movies after 1 week, we use the transition
matrix, T , to generate the next state matrix in the sequence, S 1 , as follows:
S1 = TS0
0.2 0.4 200 0.2 × 200 + 0.4 × 150
= =
0.8 0.6 150 0.8 × 200 + 0.6 × 150
100
=
250
Thus, after one week, we predict that 100 people will go to the movies and 250 people will
stay home.
A similar calculation can be performed to find out how many people we predict will go
to the movies and will stay home after two weeks.
0.2 0.4 100 0.2 × 100 + 0.4 × 250 120
S 2 = =
=
0.8 0.6 250 0.8 × 100 + 0.6 × 250 230
It is clear that there is a pattern. So far, we have seen that:
S1 = T × S0
S2 = T × S1
Continuing this pattern we have:
S3 = T × S2
S4 = T × S3
S5 = T × S4
or or more generally, after n weeks (or n applications of the transition matrix, T ),
S n+1 = T × S n .
Matrix recurrence relations
A matrix recurrence relation for generating a sequence of state matrices associated with
a transition matrix is given by:
S 0 = initial state matrix, S n+1 = T × S n
where T is the transition matrix and S n is the state matrix after n applications of the
transition matrix, T , or in practical situations, n time intervals.
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274 Chapter 4 Matrices
Example 16 Using a recursion relation to generate successive state matrices
Children at a fair can either go on the Ferris wheel or the Merry-go-round. At the start,
140 children went on the Ferris wheel and 80 children went on the Merry-go-round.
Use the recurrence relation:
S 0 = initial value, S n+1 = T S n
where:
140 0.8 0.3
S 0 =
and T =
80 0.2 0.7
to predict the number of children on the Ferris wheel and Merry-go-round after 1 turn
and after 3 turns.
Explanation Solution
0.8 0.3 140 136
1 Use the rule: S n+1 = T S n , to predict the S 1 = T S 0 =
=
number of children on the Ferris wheel 0.2 0.7 80 84
and Merry-go-round after one turn, Thus, we predict that 136 children will go
by forming the product S 1 = T S 0 and on the Ferris wheel and 84 will go on the
evaluating. Merry-go-round.
2 To predict the number of children on 0.8 0.3 136 134
S 2 = T S 1 =
=
the Ferris wheel and Merry-go-round
0.2 0.7 84 86
after three turns, first calculate the
number after two turns and then three. 0.8 0.3 134 133
S 3 = T S 2 = =
0.2 0.7 86 87
Now try this 16 Using a recursion relation to generate successive state
matrices (Example 16)
A cafe keeps track of the percentage of people who purchase hot food and cold food
each day. On the first day, 400 hot meals and 500 cold meals are chosen.
Use the recurrence relation:
S 0 = initial value S n+1 = T S n
where:
400 0.9 0.4
S 0 = and T =
500 0.1 0.6
to predict how many people chose a hot or cold meal after 1 day or after 3 days.
Hint 1 Use S 1 = T S 0 , to find the number of hot and cold meals after 1 day.
Hint 2 Use the recurrence relation to find the number of hot and cold meals after 2 days,
so you can then find the number after 3 days.
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4H Using recursion to answer questions that require a transition matrix 275
An explicit rule for determining the state matrix after
n applications of the recursion rule: Sn+1 = TSn
While we can use the recurrence relation:
S 0 = initial state matrix S n+1 = T S n
to generate a sequence of state matrices step-by-step, there is a more efficient way
when we need to determine the state matrix, S n , for a large value of n. For example,
consider the following matrices, defining the initial population (10 000 and 35 000) of two
regional towns, and a transition matrix that defines the proportion of each population that
moves between the two towns each year.
10 000 0.85 0.05
S 0 =
T =
35 000 0.15 0.95
Using the recurrence relation, the population state matrix for the two towns after one year is:
0.85 0.05 10 000 10 250
S 1 = T S 0 =
=
0.15 0.95 35 000 34 750
After two years:
0.85 0.05 10 250 10 450
S 2 = T S 1 =
=
0.15 0.95 34 750 34 550
Thus, S 2 = T × (T S 0 ) = T 2 S 0 , so the rule for finding the population after n years is:
S n = T nS 0.
An explicit rule for determining Sn after n transitions (or time
intervals)
If the recurrence relation for determining matrices is:
S 0 = initial state matrix, S n+1 = T S n
then an explicit rule for finding S n is:
Sn = Tn × S0
where T is the transition matrix and S 0 is the initial state matrix.
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276 Chapter 4 Matrices
Example 17 Using matrices to model and analyse population growth and decay
A study was conducted to investigate the change in the populations of Geelong (G)
and Ballarat (B) due to movement of people between the two cities.
At the start of the study, the populations of Geelong and Ballarat were respectively
250 000 and 100 000 people. Using a matrix approach to model future changes, the
initial state matrix is:
250 000
S 0 =
110 000
The transition matrix that can be used to chart the population movements between the
two cities from year to year is:
0.9 0.15
T =
0.1 0.85
a Using the recursion rule: S n+1 = T S n , predict the population of Geelong after one
year.
b Using the recursion rule: S n+1 = T S n , predict the population of Geelong after two,
three and four years.
c Using the rule: S n = T n S 0 , predict Geelong’s population after 20, 30 and 40 years.
d What do you notice about the predicted population of Geelong? What do you think
will happen beyond 40 years?
Explanation Solution
a Calculate: S 1 = T S 0 , and read off the 241 500
S 1 =
top line. 118 500
The predicted population after one year in
Geelong is 241 500.
b Use the rule: S n+1 = T S n , and then After two years: 235 125
read off the top line. After three years: 230 344
After four years: 226 758
c Use the rule: S n = T n S 0 , and then read After twenty years: 216 108
off the top line. After thirty years: 216 006
After forty years: 216 000
d Consider what is happening to the Over time, the predicted population
population over time - is it increasing in Geelong is declining. Initially, the
or decreasing? Is it approaching a population is falling rapidly from 250 000
particular value? to 235 125 in one year, but then appears to
stabilise at around 216 000 people.
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4H Using recursion to answer questions that require a transition matrix 277
Now try this 17 Using matrices to model and analyse population growth and
decay (Example 17)
A study of the relative growth in duck populations at two nesting sites, A and B, is to be
analysed using matrix methods.
At the start of the study, there were 8000 ducks at site A and 10 000 ducks at site B.
For these populations, the initial population state matrix is:
8000
S 0 =
10 000
Over time, ducks move from one site to the other site. The transition matrix that can be
used to describe this movement is:
0.7 0.2
T =
0.3 0.8
a What is the predicted population in each location after one, two and three years?
b What is the predicted population in each site after twenty, thirty and forty years?
c What do you notice about the predicted population, and what do you think will happen
beyond forty years?
Hint 1 Use the rule: S n = T n S 0 , to find the population each year.
Hint 2 Consider what is happening to the population over time - is it increasing or
decreasing? Is it approaching a particular value?
From the Geelong and Ballarat population example above, the long-run populations of the
two cities become stable and do not change from one year to the next. This does not mean
that nobody is moving between the two cities, rather that the number of people moving from
Geelong to Ballarat and Ballarat to Geelong is equal. We can see this by calculating the
expected number of people moving between each city when n = 41(meaning 41 years). In
the example, the population of Geelong when n = 40 was 216 000, and the population of
Ballarat was 144 000. When n = 41, the number of people moving from Geelong to Ballarat
will be:
0.1 × 216 000 = 21 600
The number of people moving from Ballarat to Geelong will be:
0.15 × 144 000 = 21 600
Since these two numbers are equal, we refer to this as the steady state or the
equilibrium state.
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278 Chapter 4 Matrices 4H
Section Summary
A transition matrix, T , is a square matrix which represents the transition (movement)
from one state in a sequence to the next state in a sequence.
A state matrix, S n , is a column matrix which lists the numbers in each state after
n time periods.
The recurrence relation:
S 0 = initial state matrix S n+1 = T × S n
can be used to generate a sequence of state matrices, S 0 , S 1 , S 2 , . . . , where successive
states only depend on their immediate predecessor.
An explicit rule for finding S n is: S n = T n S 0 , where T is the transition matrix and
S 0 is the initial state matrix.
Skill-
sheet Exercise 4H
Building understanding
1 A factory has a large number of machines. The machines can be in one of two states:
operating (O) and broken (B). Broken machines can be repaired and go back into
operation, and operating machines can break down. Construct an initial state matrix
if there are initially 100 machines in operation and 25 broken machines.
Example 16 2 Consider the following matrices defining the number of students in a year level who
get above a C on their maths test and those who get a C or lower, and the transition
matrix for the next period. Assume getting above a C is listed first.
60 0.85 0.1
S 0 = T =
140 0.15 0.9
How many students do you expect to get above a C on the next maths test?
200 0.1 0.8
3 For the initial state matrix, S 0 = and the transition matrix, T = :
100 0.9 0.2
a use the recursion relation: S 0 = initial state matrix, S n+1 = T S n , to determine:
S 1 , S 2 and S 3
b determine the value of T 2
c use the rule: S n = T n S 0 , to determine S 7 .
Developing understanding
Example 17 4 A small town has two fish and chip shops (Bill’s Barnacles and Sally’s Seafood), and
local residents choose which shop to use each week. Consider the following matrices
defining the initial customers and a transition matrix that describes the movement
between the two shops each week.
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4H 4H Using recursion to answer questions that require a transition matrix 279
Assume that Bill is listed first.
200 0.8 0.25
S 0 = T =
150 0.2 0.75
a How many people are predicted to go to Bill’s Barnacles next week?
b How many people are predicted to go to Bill’s Barnacles after four weeks?
What about Sally’s Seafood?
c How many people are predicted to go to Bill’s Barnacles after twelve weeks?
What about Sally’s Seafood?
d In the long term, how many customers do you expect to go to Bill’s Barnacles
and Sally’s Seafood each week?
5 In a football club, players can either be available to play or are injured. 90% of players
who are available in one week are available the next week, while 40% of injured
players are available to play the next week.
a Construct a fully labelled transition matrix to describe this situation, where available
players are listed first. Call the matrix T .
b The club has a total of 50 players on their list, all of whom are initially available.
Construct a column matrix, S 0 , that describes this situation.
c Using T and S 0 , how many players do you expect will be available after one week?
d In the long run, how many players do you expect the club to have on its injury list
each week?
6 A local town produces a weekly newspaper. Residents can either read the newspaper
(R) or ignore the newspaper (I).
In a given week:
80% of people who read the paper will read it next week.
20% of people who read the paper will ignore it next week.
25% of people who ignore the paper will read it next week.
75% of people who ignore the paper will ignore it next week.
a Construct a fully labelled transition matrix to describe the situation, where reading
the paper is listed first. Call the matrix T .
b Initially, 4000 residents read the paper and 2000 residents ignore it. Write down
a column matrix to describe the situation. Call the matrix S 0 .
c How many of the residents who read the paper this week do we expect to read
it next week? How many of those do we expect to ignore it next week?
d How many of the residents who ignore the paper this week do we expect to read
it next week? How many of those do we expect to ignore it next week?
e How many residents do we expect to read the paper after 6 weeks?
f In the long term, how many residents of the town do we expect to read the paper
each week? How many residents do we expect to ignore the paper each week?
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280 Chapter 4 Matrices 4H
7 Residents in a large apartment block in the city have 10%
the option of either driving to work (D) or catching 90% D P 80%
public transport (P). 20%
Consider the diagram opposite that shows the way
that people change between the two options on each
day.
a Construct a fully labelled transition matrix to describe the situation, where
driving to work is listed first. Call the matrix T .
b Initially, 40 residents drive to work and 160 residents get public transport.
Write down a column matrix to describe the situation. Call the matrix S 0 .
c How many of the residents who drive to work today do you expect will drive
to work tomorrow? How many of those residents do you expect will get public
transport tomorrow?
d How many of the residents who get public transport today do you expect will get
public transport tomorrow? How many of those residents do you expect will drive
to work tomorrow?
e How many residents do you expect to get public transport after 5 days?
f In the long term, how many residents do you expect to get public transport?
How many residents do you expect to drive to work?
Testing understanding
8 A juice bar sells three types of juices: 55%
Banana Bonanza, Mango Magic and Radical
M
Raspberry. The patterns of daily customers 20%
15% 30%
are recorded as shown in the diagram.
20
10%
%
70% B R 60%
20%
a Construct an appropriately labelled 3 by 3 transition matrix to describe this
situation. Call the matrix T .
b On Monday, 300 people buy Banana Bonanza, 200 buy Mango Magic and 50 buy
Radical Raspberry. Construct a column matrix, S 0 , that describes this situation.
c Using matrix multiplication, calculate the number of each type of juice that you
expect the store to sell on Tuesday.
d The store is concerned about stock levels. Calculate the total number of each type of
drink that you expect the store to sell in the first week from Monday (based on S 0 )
through to the following Sunday.
e In the long run, how many of each juice do you expect the store will sell each day?
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4I Applications of matrices 281
4I Applications of matrices
Learning intentions
To be able to use matrix multiplication to solve application problems.
To be able to use row and column matrices to extract information from matrices.
Data represented in matrix form can be multiplied to produce new useful information.
Example 18 Business application of matrices
Freddy and George’s store has a sales promotion. One free cinema ticket is given with
each DVD purchased. Two cinema tickets are given with the purchase of each game.
The number of DVDs and games sold by Freddy and George is given in matrix S.
The selling price of a DVD and a game, together with the number of free tickets, is given
by matrix P.
DVDs Games $ Tickets
Freddy 7 4 DVDs 20 1
S= P=
George 5 6 Games 30 2
Find the matrix product, S × P, and interpret.
Explanation Solution
Complete the matrix DVDs Games $ T ickets
multiplication, S × P.
Freddy 7 4 DVDs 20 1
×
George 5 6 Games 30 2
$ Tickets
Freddy 7 × 20 + 4 × 30 7 × 1 + 4 × 2
=
George 5 × 20 + 6 × 30 5 × 1 + 6 × 2
$ T ickets
Freddy 260 15
=
George 280 17
Interpret the matrix. Freddy had sales of $260 and gave out 15
tickets.
George had sales of $280 and gave out 17
tickets.
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282 Chapter 4 Matrices
Now try this 18 Business application of matrices (Example 18)
Jacky and Peter’s store has a special sales promotion. One free prize ticket is given with
each drink purchased. Two prize tickets are given with the purchase of each hamburger.
The number of drinks and hamburgers sold by Jacky and Peter are given in matrix S.
The selling price of a drink and hamburger, together with the number of free prize tickets,
is given by matrix P.
Drinks Hamburgers $ Tickets
Jacky 3 10 Drinks 4 1
S = Peter 6
P=
8 Hamburgers 12 2
Find the matrix product, S × P, and interpret.
Hint 1 Write down the matrices to be multiplied.
Hint 2 Carry out the matrix multiplication using the algorithm.
Hint 3 Determine what each element in the matrix is telling you.
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4I Applications of matrices 283
Properties of row and column matrices
Row and column matrices provide efficient ways of extracting information from data
stored in large matrices. Matrices of a convenient size will be used to explore some
of the surprising and useful properties of row and column matrices.
Example 19 Using row and column matrices to extract information
Three rangers completed their monthly park surveys of feral animal sightings, as shown
in Matrix S.
cats dogs foxes rabbits
1
Aaron 27 9 34
59
1
S = Barry 18 15 10 89
A = 1 1 1 B =
Chloe 35 6 46 29 1
1
a Evaluate S × B.
b What information about matrix S is given in the product S × B?
c Evaluate A × S.
d What information about matrix S is given in the product A × S?
Explanation Solution
1
27 9 34 59
1
a Matrix multiplication of a 3 × 4 and a S × B = 18 15 10 89 ×
1
4 × 1 matrix produces a 3 × 1 matrix. 35 6 46 29
1
27 + 9 + 34 + 59 129
= 18 + 15 + 10 + 89 = 132
35 + 6 + 46 + 29 116
b Look at the second last step in the Each row of SB gives the sum of the rows
working of S × B. in S. Namely, the total sightings made by
each ranger.
27 9 34 59
c Matrix multiplication of a 1 × 3 and a A × S = 1 1 1 × 18 15 10 89
3 × 4 matrix produces a 1 × 4 matrix. 35 6 46 29
A × S = 27+18+35 9+15+6 34+10+46 59+89+29
= 80 30 90 177
d In the second last step of part c, we Each column of AS gives the sum of the
see that each element is the sum of the columns in S, which gives the sum of the
sightings for each type of animal. sightings of each type of animal.
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284 Chapter 4 Matrices 4I
Now try this 19 Using row and column matrices to extract information
(Example 19)
Four students recorded the number of minutes they spent watching television each
weekday and recorded their times in matrix T.
Mon Tue Wed Thur Fri
1
Beth 45 25 80 0 140
1
Zara 0 20 0 20 120
T= A = 1 1 1 1 B = 1
Aria 30 30 0 30 110
Wanda 40 0 0 20 120 1
1
a Evaluate T × B.
b What information about matrix T is given in the product, T × B?
c Evaluate A × T.
d What information about matrix T is given in the product, A × T?
Hint 1 Write down the matrices to be multiplied.
Hint 2 Carry out the matrix multiplication using the algorithm.
Hint 3 Determine what each element in the matrix is telling you.
Section Summary
Matrices can be used to store information. Matrix multiplication can allow key
information from matrices to be extracted.
Exercise 4I
Building understanding
1 Joe and Stephen sell cans of softdrink and bottles of water at the senior school
fair. The number of cans and bottles are given in matrix D, and the prices of cans
and bottles are given in matrix P.
Cans Bottles $
Joe 214 103 Cans 3
D= P=
Stephen 162 189 Bottles 2
a True or false: Matrix P is a column matrix.
b Complete the following matrix multiplication:
214 103 3 214 × 3 + 103 × . . .
× =
162 189 2 ··· × 3 + ··· × 2
c What does the top line of the resulting matrix tell you?
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4I 4I Applications of matrices 285
Developing understanding
Example 18 2 The matrix below shows the number of milkshakes and sandwiches that Helen had
for lunch one week. The number of kilojoules (kJ) present in each food is given in
the second matrix.
kJ
Milkshakes Sandwiches
Milkshakes 1400
Helen 2 3
Sandwiches 1000
Use matrix multiplication to calculate how many kilojoules Helen had for lunch over
the week.
3 Consider the following two matrices, where the first matrix shows the number of cars
and bicycles owned by two families and the second matrix records the wheels and seats
for cars and bicycles.
Cars Bicycles Wheels Seats
Smith 2 3 Car 4 5
Jones 1 4 Bicycle 2 1
Use matrix multiplication to find a matrix that gives the numbers of wheels and seats
owned by each family.
4 Eve played a game of darts. The parts of the dartboard that she hit during one game
are recorded in matrix H. The bull’s eye is a small area in the centre of the dartboard.
The points scored for hitting different regions of the dartboard are shown in matrix P.
Bull’s eye Inner region Outer region
H = Hits 2 13 5
Points
20 Bull’s eye
P = 5 Inner region
1 Outer region
Use matrix multiplication to find a matrix giving her score for the game.
5 On a Saturday morning, Michael’s cafe sold 18 quiches, 12 soups and 64 coffees.
A quiche costs $5, soup costs $8 and a coffee costs $3.
a Construct a row matrix to record the number of each type of item sold.
b Construct a column matrix to record the cost of each item.
c Use matrix multiplication of the matrices from parts a and b to find the total value
of the morning sales.
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286 Chapter 4 Matrices 4I
6 Han’s stall at the football made the sales shown in the table.
Tubs of chips Pasties Pies Sausage rolls
90 84 112 73
The selling prices were: chips $4, pastie $5, pie $5 and a sausage roll $3.
a Record the numbers of each product sold in a row matrix.
b Write the selling prices in a column matrix.
c Find the total value of the sales by using matrix multiplication of the row and
column matrices found in parts a and b.
Example 19 7 The number of study hours completed by three students over four days is shown
in matrix H.
Mon Tues Wed Thur
Issie 2 3 2 3
H = Jack 1 4 0 2
Kaiya 3 4 3 2
Using matrix multiplication with a suitable row or column matrix, complete the
following.
a Produce a matrix showing the total study hours for each student.
b Hence, find a matrix with the average hours of study for each student.
c Obtain a matrix with the total number of hours studied on each night of the week.
d Hence, find a matrix with the average number of hours studied each night. Round
your answers to one decimal place.
8 Matrix R records four students’ results in five tests.
T1 T2 T3 T4 T5
Ellie 87 91 94 86 88
Felix 93 76 89 62 95
R=
Gavin 73 61 58 54 83
Hannah 66 79 83 90 91
Choose an appropriate row or column matrix, and use matrix multiplication
to complete the following.
a Obtain a matrix with the sum of each student’s results.
b Hence, give a matrix with each student’s average test score.
c Derive a matrix with the sum of the scores for each test.
d Hence, give a matrix with the average score on each test.
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4I 4I Applications of matrices 287
Testing understanding
9 Scalar multiplication occurs when a number multiplies a matrix. For a 2 × 2 matrix
it has the general form:
a b ka kb
k =
c d kc kd
k 0
Suggest why the matrix is called a scalar matrix.
0 k
10 The mobile phone bills of Anna, Boyd and Charlie for the four quarters of 2022
are recorded in matrix P.
Q1 Q2 Q3 Q4
0
Anna 47 43 52 61
0
P = Boyd 56 50 64 49 E =
1
Charlie 39 41 44 51
0
a Find P × E, and comment on the result of that matrix multiplication.
b State the matrix, F, needed to extract the second quarter, Q2, costs.
To find the four quarterly costs on Charlie’s phone bill, another matrix is required.
c What will be the order of the matrix that displays Charlie’s quarterly costs?
d State the order of a matrix, G, that when it multiplies a 3 × 4, gives a
1 × 4 matrix as the result? Should matrix G pre-multiply (GP) or post-multiply
(PG) matrix P?
e Suggest a suitable matrix G that will multiply matrix P and produce a matrix of
Charlie’s quarterly phone bills. Check that it works.
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Review 288 Chapter 4 Matrices
Key ideas and chapter summary
Matrix A matrix is a rectangular array of numbers set out in rows and columns
Assign- within square brackets. The rows are horizontal; the columns are
ment
vertical.
Order of a The order (size) of a matrix is the number of rows × number of
matrix columns. The number of rows is always given first.
Elements of a The elements of a matrix are the numbers within it. The position of an
matrix element is given by its row and column in the matrix. Element ai j is in
row i and column j. The row is always given first.
Connections A matrix can be used to record various types of connections, such as
social communications and roads directly connecting towns.
Equal matrices Two matrices are equal when they have the same numbers in the same
positions. They need to have the same order.
Adding matrices Matrices of the same order can be added by adding numbers in the same
positions.
Subtracting Matrices of the same order can be subtracted by subtracting numbers
matrices in the same positions.
Zero matrix, O A zero matrix is any matrix with zeroes in every position.
Scalar Scalar multiplication is the multiplication of a matrix by a number,
multiplication where each element of the matrix is multiplied by the scalar.
Matrix Matrix multiplication is the process of multiplying a matrix by another
multiplication matrix. The entry for bi j is found by adding the products of the pairs
from row i and column j. For a 2 × 2 matrix:
a b e f ae + bg a f + bh
=
c d g h ce + dg c f + dh
For example,
3 2 4 7 3 × 4 + 2 × 0 3 × 7 + 2 × 6
=
−1 5 0 6 −1 × 4 + 5 × 0 −1 × 7 + 5 × 6
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Chapter 4 Review 289
Review
Identity matrix, I An identity matrix, I, behaves like the number 1 in arithmetic.
Any matrix multiplied by I remains unchanged. For 2 × 2 matrices,
1 0
I =
0 1
where AI = A = IA.
Matrix multiplication by the identity matrix is commutative.
Transition A transition matrix, T , is a matrix which describes the transition
matrix (movement) from one step to the next of a sequence.
Inverse matrix, When any matrix, A, is multiplied by its inverse matrix, A−1, the
A−1 answer is I, the identity matrix. That is:
A × A−1 = I
Solving Two simultaneous equations, for example:
simultaneous
5x + 2y = 21
equations
7x + 3y = 29
can be written in matrix form as:
5 2 x 21
=
7 3 y 29
A×X =C
The equations can be solved (for x and y) by finding the values in
matrix X, as:
x
X = = A−1 × C
y
Order is critical: X = A−1C, not CA−1 .
This is best done using a CAS calculator.
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Review 290 Chapter 4 Matrices
Skills checklist
Download this checklist from the Interactive Textbook, then print it and fill it out to check
Check- your skills.
list
4A 1 I can state the order of a given matrix.
e.g. State the order of the following matrix:
7 −2 5
10 0 4
−8 12 3
4A 2 I can describe the location of an element in a matrix.
e.g. Considering the following matrix, B, state the value of the element in b2 3 .
57 63 19
48 54 6
B = 39 45 22
37 59 31
42 22 19
4B 3 I can add and subtract matrices.
e.g. Complete the following matrix addition.
2 4 9 8
+
5 1 9 −1
4B 4 I can identify a zero matrix.
e.g. Identify the zero matrix from the matrices below.
7 3
0 2 1 0 0 0
2 8
−1 0 0 1 0 0
1 0
4C 5 I can perform scalar multiplication.
4 −1
e.g. If A = , then find 5A.
2 0
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Chapter 4 Review 291
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4C 6 I can apply scalar multiplication with addition and subtraction of matrices.
5 3 2 −1
e.g. If A = and B = , then find 2A + 3B.
−2 0 0 1
4D 7 I can determine if matrix multiplication is possible for two matrices.
e.g. State whether it is possible to find AB or BA for the following matrices:
3 7 5
A = B =
−2 −3 9
4D 8 I can determine the order of the resulting matrix formed under matrix
multiplication.
e.g. Determine the order of the answer matrix for the following matrix multiplication:
9 −11 7 −6 2 −2
8 3 4 −3 1 5
4D 9 I can perform matrix multiplication by hand.
e.g. Calculate the following matrix multiplication by hand:
5 2
1 9
−1 0 3
−4 −5 0
1 4
4D 10 I can perform matrix multiplication using a CAS calculator.
e.g. Calculate the following matrix multiplication using a CAS calculator:
12 −3
6 −11 3 7 1 5
0 8 −2 8 4 −6
10 −2
4D 11 I can identify and construct an identity matrix of a given size.
e.g. Construct an identity matrix of size 3×3.
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Review 292 Chapter 4 Matrices
4E 12 I can find the inverse of a matrix.
7 2
e.g. Find the inverse of the matrix
−1 3
4E 13 I can solve simultaneous equations using matrices.
e.g. Solve the following pair of simultaneous equations using matrices and a
CAS calculator.
8x + 2y = 46 5x − 3y = 19
4F 14 I can represent a road network in a matrix.
e.g. Use a matrix to record the number of ways of travelling directly from one town
to another.
B
A
C
D
4F 15 I can summarise relationships in a network in a matrix.
e.g. Draw a network to show the direct connections between towns A, B and C given
in the matrix below.
A B C
0 1 1 A
1 0 1 B
1 1 0 C
4G 16 I can set up a transition matrix.
e.g. A charity sends out a monthly letter asking for donations. They notice that 60%
of patrons who donated last month will donate this month, while 30% of patrons who
did not donate last month will donate this month. Construct a transition matrix that
describes how the behaviour of patrons who donate (D) or do not donate (N) changes
from month to month.
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Chapter 4 Review 293
Review
4G 17 I can interpret a transition matrix.
e.g. The following transition matrix, T , can be used to describe whether customers
bring their shopping bags to the supermarket (S ) or leave them at home (H), based
on their behaviour last week.
This week
S H
0.8 0.3 S
T = Next week
0.2 0.7 H
If 150 people took their bags for their weekly shop, and 90 people left their bags at
home this week, how many people do you expect to bring their own shopping bags
next week?
4H 18 I can use recursion to generate a sequence state matrix.
e.g. Consider the following matrices: one defining the initial populations in
Geelong and Ballarat and the other, a transition matrix defining the proportion of the
population moving between the two cities each year. Assume Geelong is listed first.
250 000 0.9 0.15
S 0 = T =
110 000 0.1 0.85
How many people are expected to be in Geelong after five years?
4H 19 I can determine what happens to a sequence of state matrices in the
long term.
e.g. In the example of Geelong and Ballarat above, how many people are expected
to be in Geelong in the long term?
4I 20 I can use matrix multiplication to solve application problems.
e.g. The first matrix gives the hours for which Tom (row 1) and Louise (row 2) agreed
to chop firewood (column 1) and mow the lawns (column 2). The second matrix gives
the hourly rate of pay for chopping firewood (row 1) and mowing the laws (row 2).
4 2 8
1 5 6
Use matrix multiplication to generate a matrix giving the total earnings for Tom
and Louise.
4I 21 I can use row and column matrices to extract specific information from
matrices.
e.g. On Saturday, Jack’s coffee van sold 98 cups of coffee and 25 cups of tea.
On Sunday, he sold 85 cups of coffee and 31 cups of tea. The price of coffee is $4
and the price of a cup of tea is $3. Construct a matrix for his sales. Using matrix
multiplication with a suitable row or column matrix, produce a matrix showing the
total number of drinks he sold each day.
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Review 294 Chapter 4 Matrices
Multiple-choice questions
Use the matrix, F, in Questions 1 and 2.
4 8 6
F =
5 1 7
1 The order of matrix F is
A 6 B 2×3 C 3×2 D 2+3 E 3+2
2 The element f2 1 is:
A 3 B 2 C 8 D 1 E 5
3 Three students were asked the number of electronic devices their family owned.
The results are shown in this matrix.
TVs DVD Players Laptops
Caroline 4 3 2
Delia 1 0 5
Emir 2 1 3
The number of laptops owned by Emir’s family is
A 1 B 2 C 3 D 4 E 5
4 The matrix below gives the numbers of roads directly connecting one town to another.
The total number of roads directly connecting town E to other towns is
D E F
0 2 1 D
2 0 3 E
1 3 0 F
A 0 B 2 C 3 D 5 E 12
5 For these two matrices to be equal, the required value of x is
4 3x 4 6
=
7 9 7 9
A 2 B 3 C 4 D 6 E 18
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Chapter 4 Review 295
Review
Use matrices M and N in Questions 6 to 10.
7 6 5 −2
M = N =
4 3 1 0
6 The matrix M + N is
12 8 12 4 12 4 12 4 12 4
A B
C
D
E
5 3 4 3 4 0 5 3 5 0
7 The matrix M − N is
2 8 2 4 2 4 2 8 2 8
A B
C
D
E
3 0 3 0 3 3 3 3 4 3
8 The matrix N − N is
0 0 5 −2 −5 2
A 0 B 0 C D E
0 0 1 0 −1 0
9 The matrix 2N is
10 −4 7 0 10 −4 10 −2 10 −4
A B
C D
E
2 0 3 2 1 0 2 0 2 2
10 The matrix 2M + N is
14 10 14 6 24 8 19 14 19 10
A B
C D E
7 5 7 5 10 6 9 6 9 6
Use the matrices P, Q, R and S in Questions 11 to 14.
2
5 4 1 1 3
P = Q = 6 R = 4 7
S =
7 6 8 0 4
0
11 Matrix multiplication is not defined for
A PQ B SS C SP D PS E RS
12 The order of matrix QR is
A 1×1 B 3×2 C 2×3 D 6 E 5
13 Which of the following matrix multiplications gives a 1 × 3 matrix?
A QQ B RQ C PR D QR E RP
14 The matrix multiplication PQ gives the matrix
10 14 5 4 1
34 10 24 0
A B C 24 0 D 7 6 8 E 34 50
50 14 36 0
36 0 2 6 0
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Review 296 Chapter 4 Matrices
15 The identity matrix for 2 × 2 matrices is
0 0 1 1 1 0 0 1
A 1 B
C
D
E
0 0 1 1 0 1 1 0
4 5
16 The inverse of the matrix, A = is
2 3
−4 −5 5 4 1 3 −2 3 −5 1 3 −5
A
B
C D E
−2 −3 3 2 2 −5 4
−2 4
2 −2 4
Short-answer questions
Use matrix A in Questions 1 to 4.
4 2 1 0
A =
3 4 7 9
1 State the order of matrix A.
2 Identify the element a1 3 .
3 If C = [5 6], find CA.
4 If the order of a matrix, B, was 4 × 1, what would be the order of the matrix resulting
from AB?
5 Roads are shown joining towns P, Q and R. Use a matrix to record the number of roads
directly connecting one town to another town.
P
R
6 Use the matrices below:
3 1 0 5 1 0
A = B =
I =
4 2 7 6 0 1
to find
a 3A b A+B c B−A d 2A + B
e A−A f AB g BA h A−1
i A2 j AI k AA−1
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Chapter 4 Review 297
Review
Written-response questions
1 Farms A and B have their livestock numbers recorded in the matrix shown.
Cattle Pigs Sheep
Farm A 420 50 100
Farm B 300 40 220
a How many pigs are on Farm B?
b What is the total number of sheep on both farms?
c Which farm has the largest total number of livestock?
2 A bakery recorded the sales for Shop A and Shop B of cakes, pies and rolls in a
Sales matrix, S. The prices were recorded in the Prices matrix, P.
$
Cakes Pies Rolls
Cakes 3
S = A 12 25 18
P = Pies 2
B 15 21 16
Rolls 1
a How many pies were sold by Shop B?
b What is the selling price of pies?
c Calculate the matrix product SP.
d What information is contained in matrix SP?
e Which shop had the largest income from its sales? How much were its takings?
3 Patsy and Geoff decided to participate in a charity fun run.
a Patsy plans to walk for 4 hours and jog for 1 hour. Geoff plans to walk for 3 hours
and jog for 2 hours. Construct a matrix showing how many hours Patsy and Geoff
spend walking and jogging.
b Walking raises $2 per hour and consumes 1500 kJ/h (kilojoules per hour). Jogging
raises $3 per hour and consumes 2500 kJ/h. Construct a matrix showing how much
is earned and how many kilojoules are consumed by walking and jogging.
c Use matrix multiplication to find a matrix that shows the money raised and the
kilojoules consumed by Patsy and Geoff.
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Review 298 Chapter 4 Matrices
4 An insurance company wants to be able to predict the number of accidents their
customers will have in future years. Historically, they know that 60% of their
customers who had an accident (A) in the last year will have another accident in the
next year. They also know that 5% of customers who did not have an accident (N)
last year will have an accident next year.
a What percentage of customers who had an accident last year are expected not to
have an accident next year?
b Construct a transition matrix to describe this situation. Call the matrix, T .
c Last year, within one region, 4000 of the insurance company’s customers had an
accident while 26 000 did not have an accident. The company decided to use this
as the starting point for making their predictions. Write down a column matrix, S 0 ,
that describes this situation.
d Using T and S 0 , how many people do we expect to have an accident in the next
year?
e How many people do we expect to have an accident in five years’ time?
f In the long term, how many people do we expect to have an accident each year
and how many do we expect to not have an accident?
5 Supermarkets sell eggs in cartons of 12, apples in packets of 8 and yoghurt tubs in
sets of 4. This is represented by matrix A. The cost for each type of packet is given
by matrix B.
$
Eggs Apples Yoghurt Eggs 8
A = Items per packet 12 8 4 B = Apples 6
Yoghurt 5
The sales of each type of packet are given by matrix C as a column matrix and by
matrix D as a row matrix.
Packets
Eggs 100 Eggs Apples Yoghurt
C = Apples 50 D = Packets 100 50 30
Yoghurt 30
Choose the appropriate matrices and use matrix multiplication to find:
a the total number of items sold (counting each egg, apple or yoghurt tub as an item)
b the total value of all sales.
6 We are told that 2 apples and 3 bananas cost $6. This can be represented by the
equation 2x + 3y = 6, where x represents the cost of an apple and y the cost of a
banana.
a Write an equation for: 6 apples and 5 bananas cost $14.
b With your equation and the equation given, use matrix methods on your CAS
calculator to find the cost of an apple and the cost of a banana.
ISBN 978-1-009-11034-1 © Peter Jones et al 2023 Cambridge University Press
Photocopying is restricted under law and this material must not be transferred to another party.
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